Abstract Agency has emerged as a key topic in language learning and teaching research with significant implications for language learners' L2 development and teachers' professional growth. To delineate the contribution of TESOL Quarterly (TQ) to L2 learner and teacher agency research, we examine 27 articles published in the journal between 1997 and 2024. Based on a systematic review of these articles, we elaborate on the developmental patterns of the conceptual and methodological approaches used in the articles, synthesize the pedagogical implications they generate, and end with directions for future research on language learner and teacher agency. By conducting this review, we aim to provide TQ readers with insights to inform their research and pedagogical practice, ultimately enhancing the agency of language learners and teachers.
Tao et al. (Tue,) studied this question.