A Review of Research on English Learning Engagement Among Tibetan Junior High School Students in a Tibetan-Mandarin-English Trilingual Environment
The general index of the quality of foreign-language teaching and learning is learning engagement. Tibetan junior high school students are in a special Tibetan-Mandarin-English trilingual learning environment, and due to the need for language switching, they are less engaged in English learning and show significant academic disparity. Most of the domestic studies have been conducted with samples of students from mainland China, and empirical research on Xizang junior high school students, especially concerning mediating mechanisms and comparisons between high-achieving and low-achieving groups, is still lacking. There is also a trend of focusing more on theoretical analysis rather than applying the results in practice at the local level. Review the main ideas, basic theories and previous research results in this paper; identify deficiencies in the present study; put forward new directions for research; provide a reference for further studies on integrated English education in junior high schools in ethnic minority areas.
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