Relationship between Internationalization, Competence-Based English Learning Motivation, and English Proficiency among Chinese EFL Students

The extent to which students’ attitudes toward internationalization shape their English proficiency has garnered increasing scholarly attention in the context of globalization and intercultural communication, particularly within English as a foreign language education in higher education. However, limited research has examined how motivational factors, particularly students perceived competence as a dimension of English learning motivation, may influence this relationship. Accordingly, this study investigates the relationship between attitudes toward internalization, perceived competence, and English proficiency among Chinese university students learning English as a foreign language. The significance of this study lies in its contribution to understanding how motivational mechanisms support language proficiency development in internationally oriented learning environments. The sample comprised 887 undergraduate students from two universities in Shanxi Province, China. Participants completed a questionnaire consisting of the Student Attitude Toward Internationalization scale, a measure of English learning motivation focusing on the competence dimension, and a measure of English proficiency based on standardized language testing. Using a cross-sectional correlational research design, Pearson correlation and linear regression analyses were conducted to examine the relationships among the variables. The findings reveal significant correlations among students’ attitudes toward internationalization, perceived competence in English learning, and English proficiency. Furthermore, both students’ attitudes toward internationalization and perceived competence significantly predict English proficiency. The results offer implications for policymaking, pedagogical practice, and future research, highlighting the importance of enhancing learners perceived competence as a motivational driver in supporting globally engaged language learners