Phonological awareness (PA) is the ability to discriminate, analyze and integrate different sound units in spoken language. The study aims to examine the feasibility and effectiveness of structured phonological awareness intervention on Chinese college students. After an eight-week phonological awareness intervention among 96 first-year students of college, the pre-test and post-test results of the experimental group and the control group were compared with each other, and the effects of the structured intervention on both phonological awareness and word decoding ability were analyzed. It was found that the experimental group had significant improvements in both phonological awareness and word decoding ability, and the difference between the experimental group and the control group became statistically significant in phonological awareness after the intervention. The results show that structured phonological awareness intervention is effective in improving Chinese college students’ English phonological awareness and word decoding ability, which implies that Chinese learners should adopt scientific approaches in studying English without being distracted by the so-called Critical Period Hypothesis.