Against the backdrop of educational reform, college English as a Foreign Language (EFL) teachers, as key agents implementing reform through their teaching practices, are at the forefront of educational change and the improvement of instructional quality. However, some front-line teachers in the classroom do not demonstrate sufficient enthusiasm or willingness to respond to calls for teaching reform. Teacher’s lack of adequate interest, motivation, and sense of agency in the process of professional development weakens their ability to face new challenges brought about by emerging teaching models and changes in professional roles. This review examines the concept of teacher agency and summarizes the main research trends concerning both domestic and international research related to teacher agency. EFL teachers need to consciously reflect on their own agency, engage in ongoing reflection on their professional practice, and cultivate a sustained sense of agency along with a proactive attitude. Through this review, we hope to encourage EFL teachers to engage more fully in teaching and research activities in response to educational reforms, thereby facilitating their role transformation and professional development.
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