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The concept of self-regulated learning has been a prominent topic in education and has been researched and applied to various educational fields. Andrade and Evans (2013, 2015), applied this concept to the TESOL field and added principles and possible application tools to help ESL/EFL students develop better understanding and skills in the dimensions of self-regulated learning. Subsequent researchers, such as Gonzalez (2013), then took these concepts and integrated them into intensive English programs. Although these applications have seen some success, the administration at Brigham Young University's English Language Center felt that the center’s self-regulated learning program was ineffective for teachers or students. Therefore, the center’s program was evaluated, data was compiled, and design specifications for an improved program were formed. These specifications led to the development of an interactive, online course for students to complete outside of the classroom. Teachers and administrators were asked to build upon the course and encourage students to apply what they learned in their various areas.