Optimizing Communication Skills Education for Foreign Students in a Multicultural University Environment

Abstract

Enrolling in a culturally diverse university setting helps international students feel more included and supports the development of cross-cultural understanding. This study explored how English language proficiency affects communication skills, academic performance, and satisfaction with the educational experience. It also examined whether institutional policies that support multicultural education and the expertise of instructors influence these relationships. Data were collected from 450 international students enrolled at a public university in China using a structured questionnaire. The analysis showed that higher English proficiency was strongly associated with better communication (t = 4.736), stronger academic performance (t = 3.293), and increased satisfaction with the educational experience (t = 4.030). Institutional policies aimed at fostering multicultural education significantly moderated these relationships, improving communication outcomes (t = 2.342), academic achievement (t = 3.814), and satisfaction levels (t = 3.427). Similarly, the expertise of instructors was found to significantly enhance the effect of English language skills on communication (t = 6.344), academic success (t = 2.998), and satisfaction (t = 4.258). These findings underscore the importance of providing targeted language support and culturally responsive teaching. Universities that invest in such resources create more inclusive and effective learning environments where international students are better equipped to engage, succeed, and feel fulfilled in their academic journey.