English Language Policy and English Proficiency of Chinese EFL Learners

In the context of globalization, English has become a crucial medium for international communication, prompting significant transformations in China’s English language policy and education system. This study examines the relationship between China’s English language policy and the perceived English proficiency of Chinese EFL learners, aiming to determine whether a positive correlation exists between the policy and learners’ proficiency levels. Employing a quantitative research design, a self-administered questionnaire was distributed to 100 high school and college students in Shandong province who had been learning English for 12 years or more. The questionnaire assessed students’ perceptions of China’s English language policies in terms of language practices (ecology), beliefs (ideology), and planning (management). The findings revealed a strong institutional emphasis on English as a medium of instruction and positive beliefs about the importance of English for academic and professional advancement. However, a significant negative relationship was found between perceived overall English proficiency and both language beliefs and language planning. This suggests that higher proficiency learners may perceive existing policies as less effective or misaligned with their learning needs, highlighting a potential disconnect between policy-driven strategies and practical outcomes. The study concludes that aligning language beliefs and management with practical, learner-centered approaches is essential to enhance overall English proficiency among Chinese EFL learners. These insights contribute to a deeper understanding of how policy measures translate into educational outcomes, offering implications for future English language policy development in the country.