Autonomy, Agency, and Identity in Teaching and Learning English as a Foreign Language

(Mark) Feng Teng is a language teacher educator with extensive teaching and research experience in China. His professional interests include metacognition and writing, vocabulary development, and identity research. He has published over 40 articles in international flagship journals, including Applied Linguistics, Thinking Skills and Creativity, The Language Learning Journal, and Spanish Journal of Applied Linguistics, among others. Currently, he is editing one volume on second language writing, and another on second language literacy instruction, and is serving as a guest editor for several international journals.

Introduction.- Chapter 1 Learner Autonomy: An Educational Goal of Teaching English as a Foreign Language.- Chapter 2 Teacher Autonomy: A Buzzword in Teaching English as a Foreign Language.- Chapter 3 Learner Identity in Foreign Language Education: Research Nexus and Implications.- Chapter 4 Teacher Identity in Foreign Language Education: From the Perspective of Teacher Autonomy, Communities of Practice, and Affordances.- Chapter 5 The Complexities of Learner Agency and Teacher Agency in Foreign Language Education.- Chapter 6 Interrelationship of (Teacher) Autonomy, (Teacher) Agency, and (Teacher) Identity in Foreign Language Education.- Chapter 7 To Be or not to Be an ‘Old English Lecturer’: A Social Identity Theory Perspective.- Chapter 8 How EFL Students Learn English: From the Perspective of Identity Continuity and Identity Change.- Epilogue.