Qi GYWang Y12/04/202212/04/2022The JALT CALL Journal, 2022, 18 (1), pp. 54 - 821832-4215https://hdl.handle.net/10179/17042This is a qualitative examination of how a Chinese language teacher responded to challenges and developed her agency in a unique teaching and learning environment, termed as the blended classroom. The uniqueness of this classroom lies in its attendance by two cohorts of students at the same time – the face-to-face and the online groups. The online group joined the face-to-face group and the teacher via a synchronous online classroom called Blackboard Collaborate. Through analysing data from the teacher’s reflection, face-to-face and email interviews and the recordings of her blended class, this research unfolds a semester-long trajectory of her agency development in the blended classroom. Guided by the Complex Dynamic Systems Theory (CDST), we conclude that teacher agency is a system composed of multi-layers of subsystems and it is a product of the constant interaction amongst these interconnected and interdependent subsystems, with certain subsystems playing a more dominant role than others at a given stage of one’s agency development. This finding led to our proposal of a framework of teacher agency system. This research advances our understanding of teacher agency as a system in the context of online and blended learning.54 - 82Complex Dynamic Systems Theory (CDST)teacher agencylanguage teachingblended learningblended classroomJournal article10.29140/jaltcall.v18n1.569452745Massey_Dark1302 Curriculum and Pedagogy1702 Cognitive Sciences2003 Language Studies