The aim of the study is to compare divergent teaching methods in Canada and China and to identify which teaching approaches are effective for Chinese ELL students. The research includes pre-tests and post-tests, as well as an open-ended survey of 20 Chinese ELL students at a university in Canada. English as a communication tool occupies an important place in the Chinese school curriculum (Liu, 2012). The learning of English as a second language (ESL) has boomed in China (Qiang & Wolff, 2007). Fluency in English is an asset for students seeking employment and continuing education. Because academic achievement is highly valued in Chinese culture, students are expected to achieve high scores on English tests (Liu, 2012). University students must pass national English proficiency exams, which are part of the degree assessment (Wolff, 2010). Students take English classes after school to improve their English due to pressure (Liu, 2012). The majority of ELL students aim to improve scores on international English proficiency tests, such as the International English Language Testing System (IELTS) and the Graduate Record Examinations (GRE). ELL students are more motivated in after-school English classes because of the highly focused learning environment. However, the teacher-centered learning procedure neglects the long-term improvement of students' English level. Lack of knowledge about long-term development is due to less involvement of students in the teaching procedure (Mo, 2012). Some Chinese ELL students choose to take ESL classes abroad. This is because they can benefit from a better language environment (Wolff, 2010) and become more involved in the learning process (Smith & Hu, 2013). The purpose of the study is to compare teacher-centered teaching in China and student-centered teaching in Canada and examine effective teaching methods for ELL in Chinese.