Examining global competence in less-internationalized settings: a mixed-methods analysis of Chinese EFL students’ writing

Abstract

In higher education settings where systematic internationalization opportunities remain structurally inaccessible to the majority of students, how global competence manifests is poorly understood. This study investigates how Chinese EFL students in a less-internationalized setting demonstrate global competence through academic writing, contributing empirical evidence to a contextually underrepresented area of global competence research. Using a mixed-methods design, we analysed 31 expository essays by second-year English majors at a comprehensive university in East China. Findings revealed asymmetrical development: students demonstrated strong Analytical and Critical Thinking Skills (M = 3.80), moderate Engagement in Global and Intercultural Action (M = 3.16), but comparatively weaker Knowledge of Global and Intercultural Issues (M = 2.80) and Openness, Respect for Diversity, and Flexibility (M = 2.79), with cultural self-awareness subcategories consistently below the midpoint (M = 2.69). Correlation analysis further identified a knowledge–action gap (r = .21, p = .263), with Analytical and Critical Thinking Skills functioning as the sole cross-dimensional bridge. Drawing on these patterns, we propose the Analytical–Reflective–Engagement of Global Competence (ARE-GC) model as a provisional framework for EFL writing instruction in less-internationalized contexts, with implications for teaching practice and competence assessment in comparable higher education settings.