ABSTRACT
This chapter explores the range of learning spaces that were observed on a project-based English for science course at a university in Hong Kong. It shows how novel spaces for learning arose as a result of the interplay between structured elements of the course and learners' own individual agency. Learners who have invested in their language learning in this way frequently need to exercise their individual agency in order to claim the 'right to speak' and find opportunities to interact with target language users. Course design in English for science and technology has evolved over time to take into account the changing needs of language learners in the digital age. Students are given input on diverse issues of language use as well as language skill. The online interaction is transformed into a space for learning as students exercise their individual agency to engage each other in target language practice.
