ABSTRACT
This study explored 26 Taiwanese undergraduate English as a foreign language (EFL) majors as curriculum makers, as a means of activating their agency in curriculum work in English lesson designs and implementation of the new curriculum. The analysis of final projects, self-evaluation, peer-evaluations, and interviews based on Priestley, Edwards, Priestley, and Miller's teacher agency reached the following findings. First, teachers' agency was influenced by a wider array of personal, institutional, and sociocultural factors. Next, the influence of different factors activated participants' agency to choose the issues in the lesson planning and activity designs on critical thinking, reflective thinking, and problem solving. Moreover, the influence of different factors activated their agency to implement their lessons in English and follow through on intentions to have interactions with learners. In order to effectively integrate the value of teacher agency into EFL teacher education courses for curriculum designs, three issues are suggested in terms of emphasis of key elements of new curriculum, importance of field experience, and emphasis of reflective practice to activate teacher agency.
