Abstract

This narrative case study investigates how overseas study experience shapes the research agency of a university EFL teacher in China. Drawing on sociocultural theory, we analyze the dynamic process through which Teacher X exerts research agency via regulation, reflection, and resolution of contradictions. Findings reveal that overseas study provides unique sociocultural affordances (e.g., research resources, collaborative culture, mentor encouragement). These affordances are not automatically internalized; rather, individual factors (past experience, emotions, professional identity) mediate their appropriation. The study extends Eteläpelto et al.’s (2013) subject-centered sociocultural framework into a process-oriented sociocultural framework, in which sociocultural affordances interact with individual factors to enable research agency active. Overseas study acts as both a catalyst (triggering research awareness and resilience) and a platform (offering sustained access to tools and networks). Implications for EFL teacher education and future research are discussed.

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