Jing Huang received his PhD in Applied Linguistics from the University of Hong Kong. He is an assistant professor in the Department of Education Studies at Hong Kong Baptist University. His research is in learner and teacher autonomy, TESOL teacher education, language learning autobiographies, and identity in foreign language learning.

• Contents: Autonomy in second/foreign language education – The role of identity and agency in the long-term development of autonomy – Learner, teacher and institutional agendas (discourses) – Interpretative qualitative research – Documenting students’ pathways towards autonomy across four academic years in a BA TEFL programme – Learner perspectives on teacher-student role relationships – Learner perspectives on the university learning environment – TEFL learning: stories of student teachers’ autonomous development.

Jing Huang received his PhD in Applied Linguistics from the University of Hong Kong. He is an assistant professor in the Department of Education Studies at Hong Kong Baptist University. His research is in learner and teacher autonomy, TESOL teacher education, language learning autobiographies, and identity in foreign language learning.

• Contents: Autonomy in second/foreign language education – The role of identity and agency in the long-term development of autonomy – Learner, teacher and institutional agendas (discourses) – Interpretative qualitative research – Documenting students’ pathways towards autonomy across four academic years in a BA TEFL programme – Learner perspectives on teacher-student role relationships – Learner perspectives on the university learning environment – TEFL learning: stories of student teachers’ autonomous development.

Jing Huang received his PhD in Applied Linguistics from the University of Hong Kong. He is an assistant professor in the Department of Education Studies at Hong Kong Baptist University. His research is in learner and teacher autonomy, TESOL teacher education, language learning autobiographies, and identity in foreign language learning.

• Contents: Autonomy in second/foreign language education – The role of identity and agency in the long-term development of autonomy – Learner, teacher and institutional agendas (discourses) – Interpretative qualitative research – Documenting students’ pathways towards autonomy across four academic years in a BA TEFL programme – Learner perspectives on teacher-student role relationships – Learner perspectives on the university learning environment – TEFL learning: stories of student teachers’ autonomous development.