本文以敘事研究的方式，透過深入訪談，探討一位台灣語言學習者的自主動能（learner agency）與其學習環境之互動。經由敘事訪談（narrative interview）、開放式訪談、半結構訪談以及分析受訪者社群網站發表之文章，本論文意圖呈現台灣語言學習者在不同學習環境中如何表現自主動能。

本研究以受訪者Erin出國留學為分界，共三個階段：第一階段為受訪者出國前（2014/08/25），以敘事訪談（narrative interview）的方式，Erin完整呈現自我對英語的認知與語言學習歷程之掙扎。第二階段為Erin出國以後，藉由開放式與半結構訪談，描繪出Erin在國外求學的經驗，並更深刻探討過去的語言學習歷程。第三階段為Erin回國後(2015/09/17)，再次以敘事訪談的方式，Erin反思英國求學的經驗以及英語在其人生中扮演的角色。

本研究以vam Lier所提之自主動能的三個特色為分析框架，並推衍出兩項申明：其一，台灣英語學習者在正式的語言學習環境中面臨許多挑戰，但學習者仍有表現自主動能的空間，表現方式包括逃避或拒絕學習；其二，學習者若能沈浸於語言習得的環境（foreign language acquisition environments），極有可能脫離正式語言學習環境的框架而成為一個不同於以往的自己。本研究檢視學習者在不同的學習環境中如何展現自主動能，筆者期望研究結果可提供語言教師看待語言學習者一個新視角。

Drawing on the concept of learner agency, a narrative inquiry was conducted in order to achieve an in-depth, qualitative understanding of the interplay between a Taiwanese learner's exert of agency and various contexts. The study was developed in three phases, and multiple number of interviews were the main instrument for data collection. The first interview was conducted in August, 2014, before the participant, Erin, headed for England to pursue a Master's degree. The following interviews documented her life experiences abroad and further explored her past language learning history. The final interview was conducted in September, 2015 after she came back to Taiwan, in which she reflected on her overall study abroad experiences and the role of English in her life. The findings delineated Erin's English learning story and her agency domestically and internationally. van Lier's proposal of core features of learner agency was used as the analytic framework to discuss Erin's story, and later two assertions were derived from the discussion: (1) Being an EFL learner in the Taiwanese formal educational context may involve many challenges, but the learner still has room to exercise his or her agency-even though this could mean avoiding or rejecting learning, and (2) Fully engaged in a foreign language environment, the learner is likely to break away from the limitations of formal English learning system. The study delineates a close examination on how the language learner interacted with various contexts and demonstrates several considerations TESOL practitioners can take. Based on the findings and the discussion, pedagogical implications as well as suggestions for future research are also provided at the end of the thesis.

Ahearn, L. M. (2001). Language and Agency. Annual Review of Anthropology, 30(1), 109-137.
Ajsic, A. (2015). 'Crossing' into the L2 and Back: Agency and Native-like Ultimate Attainment by a Post-critical-period Learner. In P. Deters, X. Gao, E. R. Miller, & G. Vitanova (Eds.), Theorizing and Analyzing Agency in Second Language Learning: Interdisciplinary Approaches (pp. 154-172). Bristol: Multilingual Matters.
Amuzie, G. L., & Winke, P. (2009). Changes in language learning beliefs as a result of study abroad. System, 37(3), 366-379.
Bandura, A. (2001). Social Cognitive Theory: An Agentic Perspective. Annual Review of Psycohology, 52, 1-26.
Barcelos, A. M. F. (2008). Learning English: Students' Beliefs and Experiences in Brazil. In P. Kalaja, V. Menezes & A. M. F. Barcelos (Eds.), Narratives of Learning and Teaching EFL (pp. 35-48). Basingstoke: Palgrave Macmillan.
Barkhuizen, G., Benson, P., & Chik, A. (2014). Narrative Inquiry in Language Teaching and Learning Research. New York: Routledge.
Block, D. (2008). EFL Narratives and English-Mediated Identities: Two Ships Passing in the Night? In P. Kalaja, V. Menezes & A. M. F. Barcelos (Eds.), Narratives of Learning and Teaching EFL (pp. 141-154). Basingstoke: Palgrave Macmillan.
Chang, V. W. C. (2011). English Language Education in Taiwan: A Comprehensive Survey. Journal of Educational Resources and Research, 69, 129-144.
Chang, Y. J. (2011). Picking One's Battles: NNES Doctoral Students' Imagined Communities and Selections of Investment. Journal of Language, Identity & Education, 10(4), 213-230.
Chen, Y. A. (2012). A Study on Taiwanese International Students and Taiwanese American Students: The Interface between Naming and Identity. (Unpublished master's thesis). San Jose State University, California, United States.
Chik, A., & Benson, P. (2008). Frequent Flyer: A Narrative of Overseas Study in English. In P. Kalaja, V. Menezes & A. M. F. Barcelos (Eds.), Narratives of Learning and Teaching EFL (pp. 155-168). Basingstoke: Palgrave Macmillan.
Chung, I.-F. (2013). Crammed to Learn English: What are Learners' Motivation and Approach? The Asia-Pacific Education Researcher, 22(4), 585-592.
Coffey, S. (2013). Agency and positioning: Looking back on a trip to France. In Barkhuizen, G. (Ed.), Narrative Research in Applied Linguistics (pp. 176-198). Cambridge: Cambridge University Press.
Connelly, F. M., & Clandinin, D. J. (1990). Stories of Experience and Narrative Inquiry. Educational Researcher, 19(5), 2-14.
Cotterall, S. (2008). Passion and Persistence: Learning English in Akita. In P. Kalaja, V. Menezes & A. M. F. Barcelos (Eds.), Narratives of Learning and Teaching EFL (pp. 113-127). Basingstoke: Palgrave Macmillan.
Cubillos, J. H., Chieffo, L., & Fan, C. (2008). The Impact of Short-Term Study Abroad Programs on L2 Listening Comprehension Skills. Foreign Language Annals, 41(1), 157-186.
Dornyei, Z. (2007). Qualitative, quantitative, and mixed methods research. In Z. Dornyei (Ed.), Research Methods in Applied Linguistics (pp. 24-47). New York: Oxford University Press.
Dufva, H., & Aro, M. (2015). Dialogical View on Language Learners' Agency: Connecting Intrapersonal with Interpersonal. In P. Deters, X. Gao, E. R. Miller, & G. Vitanova (Eds.), Theorizing and Analyzing Agency in Second Language Learning: Interdisciplinary Approaches ( pp. 37-53). Bristol: Multilingual Matters.
Gao, X. (2010). Strategic Language Learning: The Roles of Agency and Context. Bristol: Multilingual Matters.
Huang, M. Y. (2017). How do International Travel and Study Abroad Experiences Shift Identities: A Case Study on a Taiwanese Adult English Learner. (Unpublished master's thesis). National Chenchi University, Taiwan.
Kang, D.-M. (2014). The effects of study-abroad experiences on EFL learners' willingness to communicate, speaking abilities, and participation in classroom interaction. System, 42, 319-332.
Kaypak, E., & Ortaçtepe, D. (2014). Language learner beliefs and study abroad: A study on English as a lingua franca (ELF). System, 42, 355-367.
Kinginger, C. (2004). Alice doesn't live here anymore: Foreign language learning and identity construction. In A. Pavlenko & A. Blackledge (Eds.), Identities in Multilingual Context (pp. 219-242). Clevedon: Multilingual Matters.
Kinginger, C. (2009). Language Learning and Study Abroad: A Critical Reading of Research. New York: Palgrave Macmillan.
Lin, C. & Huang, T. (2006). Cram schooling is a social custom. IEAS Working Paper: academic research, 06-A013.
Liu, J. (2009). Cram Schooling in Taiwan. Journal of Youth Studies, 12(1), 129-136.
Mendieta, J. A. (2013). Narrative research: An alternative approach to study language teching and learning. Folios, (37), 135-147.
Mercer, S. (2016). The Contexts within Me: L2 Self as a Complex Dynamic System. In J. King (Ed.), The Dynamic Interplay between Context and the Language Learner (pp. 11-28). New York: Palgrave Macmillian.
Meskill, C. (2013). Introduction: Sociocultural Perspectives. In C. Meskill (Ed.), Online Teaching and Learning: Sociocultural Perspectives (pp. 1-17). London: Bloomsbury Academic.
Minister of Education. (1999). 1-9 Curriculum Guideline. Retrieved from http://www.k12ea.gov.tw/97_sid17/%E8%8B%B1%E8%AA%9E970526%E5%AE%9A%E7%A8%BF%E5%96%AE%E5%86%8A.pdf
Moen, T. (2006). Reflections on the narrative research approach. International Journal of Qualitative Methodology, 5(4), 1-11.
Mullaney, K. (2017). Face, Guanxi, Requing, and Communicative Experiences of Taiwanese Study-Abroad Students in American Universities. (Unpublished master's thesis). Department of Foreign Language and Literature, Tunghai University, Taiwan.
Munoz, C. & Llanes, A. (2014). Study Abroad and Changes in Degree of Foreign Accent in Children and Adults, The Modern Language Journal, 98(1), 432-449.
Polkinghorne, D. E. (1995). Narrative configuration in qualitative analysis. International Journal of Qualitative Studies in Education, 8(1), 5-23.
Riessman, C. K. (2008). Narrative Methods for the Human Sciences (1 ed.). California: Sage.
Smith, J. A., & Osborn, M. (2007). Interpretative Phenomenological Analysis. In J. A. Smith (Ed.), Qualitative Psychology: A Practical Guide to Research Methods (3 ed., pp. 53-80): Sage.
Stanfield, P. W. (2015). Analyzing Learner Agency in Second Language Learning: A Place-based Approach. In P. Deters, X. Gao, E. R. Miller, & G. Vitanova (Eds.), Theorizing and Analyzing Agency in Second Language Learning: Interdisciplinary Approaches (1 ed., Vol. 84, pp. 173-192). Bristol: Multilingual Matters.
Su, Y. C. (2006). EFL teachers' perceptions of English language policy at the elementary level in Taiwan. Educational Studies, 32(3), 265-283.
Tsai, C. C., & Kuo, P. C. (2008). Cram School Students' Conceptions of Learning and Learning Science in Taiwan. International Journal of Science Education, 30(3),
van Dijk, T. A. (2009). Society and discourse: How social contexts influence text and talk. Cambridge: Cambridge University Press.
van Lier, L. (2010). The ecology of language learning: Practice to theory, theory to practice. Procedia-Social and Behavioral Sciences, 3, 2-6.
van Lier, L. (2008). Agency in the classroom. In J. Lantolf & M. Poehner (Eds.), Sociocultural theory and the teaching of second languages (pp. 163-186). London: Equinox.
Wang, C. (2010). Toward a second language socialization perspective: Issues in study abroad research. Foreign Language Annals, 43 (1), 56-63.