Reflective Thinking and English Proficiency: The Moderating Effect of Achievement Motivation

This study explores the complex interplay between reflective thinking, achievement motivation, and English proficiency among university EFL learners. Drawing upon metacognitive learning theory and achievement goal theory, the research investigates two key hypotheses: (1) that reflective thinking positively predicts English proficiency, and (2) that achievement motivation moderates this relationship. A sample of 200 Chinese university students completed standardized instruments including the Reflective Thinking Questionnaire and the Achievement Motivation Scale, with English proficiency assessed through CET-4 scores. The full questionnaire items were incorporated and validated. Descriptive statistics and Pearson correlation analysis revealed moderate positive associations among the three variables. Hierarchical regression analysis confirmed the predictive role of reflective thinking and identified a significant interaction effect: high achievement motivation amplified the positive impact of reflective thinking on English proficiency. These findings offer critical insights for EFL pedagogy, highlighting the dual importance of cognitive self-regulation and motivational engagement in language learning outcomes. Implications include the need for integrative learning interventions that develop both reflective habits and motivational orientation in language learners.