English proficiency and global competence among undergraduates in Sino-Foreign Cooperation Programmes: the mediating role of intercultural sensitivity and moderating role of English learning motivation

Engineering notes

Key topics: autonomous driving. See the paper for implementation details and experimental results.

Chinese explanation / 中文解读

中文解读待补充：本站会优先为端到端自动驾驶、BEV感知、3D目标检测、轨迹预测、路径规划、LiDAR感知等高价值论文补充中文说明。

Original abstract

English proficiency is positively associate with students' global competence. However, the mechanism underlying the relationship remains unclear. To address this gap, drawing upon social cognitive theory, intercultural sensitivity theory, and self-determination theory, this study examined the mediating role of intercultural sensitivity and the moderating role of English learning motivation in the relationship between English proficiency and global competence among undergraduates enrolled in Sino-Foreign Cooperation Programmes (SFCPs). A cross-sectional survey was conducted among 420 undergraduates from specific SFCP institutions, and the data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). Results revealed that English proficiency was positively associated with global competence (β = 0.427, p < 0.001), with intercultural sensitivity partially mediating this relationship (β = 0.169, p < 0.001). Additionally, English learning motivation was found to moderate the relationship between English proficiency and global competence (β = 0.233, p < 0.001) as well as the relationship between English proficiency and intercultural sensitivity (β = 0.303, p < 0.001). These findings suggest that students' global competence is not only directly linked to English proficiency but also indirectly associated through intercultural sensitivity and moderated by motivational factors. Given the cross-sectional design and the limited sampling frame, this study offers preliminary empirical insights rather than broad generalizations. The results imply that integrating language development, intercultural training, and motivational support within SFCPs may be beneficial, though further longitudinal research is required to establish causality and test the generalisability of these findings across diverse educational contexts.

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