Mixed-methods study reveals asymmetrical global competence in EFL students, highlighting critical thinking as a key bridge between cultural knowledge and intercultural action.
Key Points
To examine how English as a foreign language (EFL) students demonstrate global competence through academic writing within less-internationalized higher education settings.
Conducted a mixed-methods analysis of 31 expository essays written by second-year English majors at a comprehensive university in East China.
Assessed student essays across multiple global competence dimensions and performed correlation analyses between cognitive, affective, and behavioral domains.
Student writing demonstrated asymmetrical development across dimensions, scoring highest in Analytical and Critical Thinking Skills (M = 3.80) and Engagement in Global and Intercultural Action (M = 3.16), but lower in Knowledge of Global and Intercultural Issues (M = 2.80), Openness, Respect for Diversity, and Flexibility (M = 2.79), and cultural self-awareness (M = 2.69).
Correlation analysis demonstrated a non-significant knowledge–action gap (r = 0.21, p = 0.263), with Analytical and Critical Thinking Skills acting as the sole cross-dimensional bridge connecting competence domains.