This study explores the practical application of the 5E Learning Cycle Model in college English reading instruction to address the challenges of passive learning and underdeveloped autonomous learning abilities of Tertiary English learners.Grounded in constructivist theory，the model—comprising five stages（Engage，Explore，Explain，Elaborate， Evaluate）—aims to foster active knowledge construction and enhance students’ comprehensive language proficiency.A 100-minute college reading lesson was designed and implemented as a case study.Through text analysis and debate activities，the study validated the effectiveness of the 5E model in stimulating learning engagement，strengthening critical thinking，and promoting self-directed and collaborative learning.This research provides practical insights for reforming college English pedagogy and emphasizes the need for flexible，activity-diverse instructional designs tailored to student needs and curricular objectives.