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Students of the intervention group (<jats:italic>n<\/jats:italic>\u00a0=\u00a0116) participated in 40\u2010week sessions of small\u2010size, classroom\u2010based, and split\u2010group intervention setting with 45\u2010min daily lesson on both Chinese and English language compared with students in the control group who received normal classroom instructions (<jats:italic>n<\/jats:italic>\u00a0=\u00a098).<\/jats:p><\/jats:sec><jats:sec><jats:title>Results<\/jats:title><jats:p>Students in the intervention group outperformed the control groups in self\u2010regulated learning scales, which indicated that there was positive change in students' behavioural and cognitive outcomes in learning. Although students demonstrated gains in phonetic skills, posttest results in academic achievement did not exhibit significant improvement when compared with their control group peers.<\/jats:p><\/jats:sec><jats:sec><jats:title>Conclusion<\/jats:title><jats:p>The findings provided some encouraging evidence of the effectiveness of intervention programme. Students that demonstrated gains in phonetic skills and improvement in behavioural and cognitive aspects required continuous intervention lessons to become a self\u2010regulated learner, who would be self\u2010motivated to improve methods of learning and adopt strategies for attaining academic goals. 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