Language Teaching Research Quarterly

In today’s globalized world, more degree programs worldwide are being taught through the medium of English, meaning that learners, most of whom are non-specialist language learners, need to demonstrate a high level of English language competence. As a consequence, foreign language provision in higher education has seen a mushrooming of language centers. Nowhere is this more the case than in China, which in recent years has witnessed a dramatic increase in the number of new universities being established, together with associated language centers. This article explores the process of establishing a language center at a Chinese university, from the viewpoints of the teachers and students directly affected as a result. The article describes the shift from teacher-led classes to learners taking responsibility for their own learning. To accommodate this shift, professional development of teachers was and remains key to planning for expansion and growth of the center. Teaching quality and a student-centered atmosphere are the main drivers of the center. Staff and student feedback is used to illustrate how planning to serve the diverse needs of university populations is crucial, given that further development is likely to happen at a dizzying pace.