1. Introduction

The chapter discusses the increasing use of English globally and the Chinese government's trilingual education policy for minority students. It emphasizes the importance of learner agency in language learning and highlights the need for research on the agency of multilingual learners, especially in China. The chapter sets out the research aim to investigate the agency of ethnic minority students in their English language learning through activity theory, focusing on Uyghur university students and their challenges in learning English.

2. Literature Review

This chapter discusses learner agency and its importance in English language learning. It examines how different studies have investigated learner agency in varying contexts and learning environments. The chapter also introduces activity theory and its three generations, emphasizing the elements of an activity system and the role of contradictions in driving expansive learning. The research highlighted in the chapter aims to lay the foundation for understanding multilingual learner agency in ethnic minority students learning English as their third language.

3. Methodology

This chapter discussed the research questions, context and participants, data collection, and data analysis for a study on Uyghur students’ English learning agency at a university in northeast China. The study utilized a qualitative case study approach and collected data through weekly journals, semi-structured interviews, and documents. Data analysis was conducted using NVivo 11, resulting in the identification of four themes of learner agency and three categories of mediating factors. The second researcher coded all the data, and it was subsequently checked by the first researcher. Any discrepancies were resolved through discussion between the two researchers.

4. Findings

This chapter describes the manifestations of learner agency among Uyghur minority students in their English learning. The activity system and contradictions are categorized into four levels: primary, secondary, tertiary, and quaternary. The primary contradictions were due to gaps compared to Han classmates, leading to confusion and feelings of loss. Secondary contradictions arose from the all-English teaching mode. Tertiary contradictions occurred during the Content and Language Integration (CLI) courses. Quaternary contradictions existed between central and neighboring activities such as extracurricular plans conflicting with school tasks. Learner agency was reflected through reflective practices, rule adaptation, tool utilization, and assistance solicitation from the community. The manifestation of reflection included self-awareness of gaps, reflection on learning methods, and vocabulary memorization methods. Learners also adapted to the all-English teaching mode and English presentation rules. Furthermore, they utilized tools such as Mandarin Chinese, language learning apps, and the Internet to enhance their English learning experience.

5. Discussion

The study found that the Uyghur students’ English learning agency was manifested in four aspects: self-reflection, adaptation to rules, utilization of tools, and seeking assistance from the community. The agency was influenced by a multitude of factors, including language proficiency, motivation, and personal learning experiences. The integration of various resources from learners’ language repertoire and translanguaging practices can serve as a framework for dynamic teaching. The study also revealed the impact of teachers, peers, and family on Uyghur students’ English learning agency.

6. Conclusion

This study examined the manifestations and influencing factors of Uyghur students’ English learning agency. Various individual, interpersonal and institutional factors influenced their English learning agency. The findings have implications for trilingual education in China, particularly English education for ethnic minority students. Weak English foundations can impede the learning agency of minority university students. Although efforts were made to explore the English learning agency of minority students, it is necessary to acknowledge the limitations of the present study. Future research should aim to include larger sample sizes and a wider range of participants, utilizing a mixed research methodology. Subsequent research endeavors could further explore the diachronic changes in students’ English learning agency.