The relationship among General English Proficiency, Academic Self-efficacy, school-related information and Perceived English for Academic Purposes Competence

This study examined the relationship among general English proficiency, academic self-efficacy, school-related information and perceived English for academic purposes (EAP) competence. In a questionnaire survey conducted with a sample of 543 Chinese undergraduate students who had participated in EAP courses or related activities, participants reported their CET-4 scores, as well as self-rated levels of academic self-efficacy and perceived competence in English for Academic Purposes, using a five-point Likert scale. Perceived EAP competence was positively associated with both general English proficiency and academic self-efficacy. Furthermore, academic self-efficacy mediated the relationship between general English proficiency and perceived EAP competence. Although school location did not moderate the relationship between general English proficiency and perceived EAP competence, school type emerged as a significant moderating variable. These results of the study offer practical implications for the effective design of EAP courses and activities, both within and across institutions, aimed at promoting the sustainable development of perceived EAP competence among undergraduate students.