Özet:

University students learning in a multicultural educational environment fosters a sense of inclusivity, empathy, and open-mindedness, preparing them to navigate the complex and diverse world beyond the classroom. The present study investigates the impact of international students’ language proficiency in a multicultural educational setting on their communication abilities, academic performance, and satisfaction, with the moderating influence of institutional policies for multicultural education and instructor expertise. Data for this study were collected from a sample of 450 international students at a prominent public institution in China, employing a quantitative research design. Participants completed a survey questionnaire assessing their language proficiency, communicative skills, academic achievement, satisfaction with the educational experience, institutional policies regarding multicultural education, and instructor competency. The findings suggest that a student's level of language proficiency significantly influences their ability to communicate effectively, academic success, and overall satisfaction with their educational experience. Moreover, the study reveals that institutional policies promoting intercultural education and instructors’ expertise can mitigate the impact of language proficiency on these outcomes. This study holds significant implications for institutions and policymakers aiming to enhance educational opportunities for international students in multiethnic university settings. Specifically, the results advise institutions to develop and implement effective policies and programs that support linguistic and cultural diversity within their student body. Additionally, universities should ensure that their faculty members possess the knowledge and expertise required for successful teaching in a multicultural environment.

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