Individualization projects involve a research model that develops students’ interests and enhance literacy habits in their fields. The class is open to both native and non-native advanced speakers of Chinese in order to create an ecological environment for language acquisition. This model comprises of three stages: meaningful inputs correlating to learners’ interests, intake components to utilize synthesis skills in writing in Chinese, and a 5-min delivery of progressive report of one’s individualization project to the class every week, and finally an motivated output that showcases learners’ final report in Irvine Auditorium.  Learners are encouraged to compile their own vocabulary lists and grammar items, synthesis reports in each class to promote learners’ autonomy.