“…Over the last decade, teacher agency has been increasingly studied (Biesta and Tedder, 2007;Ollerhead, 2010;Priestley et al, 2012Priestley et al, , 2015Oolbekkink-Marchand et al, 2017;Tao and Gao, 2017;Bergh and Wahlström, 2018;Jenkins, 2020;Martin, 2020;Ashton, 2021;Huang, 2021;Huang and Yip, 2021). Those results have revealed that teacher agency is an influential factor for teacher professional learning, teaching innovation, school improvement and sustainable educational change (Deters, 2011;Feryok, 2012;Toom et al, 2015;Tao and Gao, 2017;Miller and Gkonou, 2018;Weng et al, 2019;Huang, 2021;Ashton, 2022;White et al, 2022). More studies (see Ng and Boucher-Yip, 2016;Kayi-Aydar, 2019) have been conducted to examine either how researchers adopt relevant theoretical frameworks and research methods in quest of understanding language teacher agency, or explore language teacher agency across interdisciplinary perspectives, for instance, to understand how teachers respond to top-down English language planning and policy decisions.…”