Aiming to develop a contextualized understanding of language learner agency (LLA) as defined by van Lier (2008), this study asks the question: How do Taiwanese EFL learners of two generations under different educational policies and social atmospheres narrate their English learning experiences and exert LLA differently? Narrative and interview data were collected from four participants born in two different time frames: the 1950-60s, or the post WWII period, and after 1987, when the 33-year-old martial law was lifted and educational reforms were gradually introduced. Analyzing the data using van Lier's three features of LLA and interacting with Clandinin and Connelly's (2000) notions of context and continuity revealed many differences across the two generations' exertion of LLA in terms of their respective times, places, and relationships. As the 12-year curriculum is to be implemented soon and is expected to impact the next generation of Taiwanese learners, this study provides insights into LLA in EFL as both personal and social experiences and allows us to ponder on our shared past, present, and future EFL learning experiences. Implications and suggestions are provided based on the results.