Research on the influencing factors of bilingual teaching in applied universities in Southwest China based on structural equation model

Bilingual teaching resources are insufficient in applied universities across the Southwest China. This study constructs a Structural Equation Model (SEM) based on four latent variables: student factors, teacher factors, external factors, and teaching effects. Data were collected through a questionnaire administered to 550 undergraduates majoring in specific disciplines of architecture and civil engineering at applied universities in Southwest China. Quantitative analysis yielded the following key findings: (1) external factors have a direct and positive influence on both teacher and student variables, with teaching resources exerting the strongest effect among external factors; (2) teacher factors positively affect student factors, with teachers’ attitudes playing the most critical role; and (3) both teacher and student factors significantly impact bilingual teaching effectiveness, with student quality being the most influential component among student-related variables. By integrating external, teacher, and student dimensions, the study proposes targeted strategies to improve bilingual education outcomes. The study provides new insights into the key determinants of bilingual teaching effectiveness and fills a research gap by applying SEM to quantitatively analyze bilingual education in the context of applied universities. It also offers valuable implications for educational administrators and government policymakers seeking to enhance the quality of bilingual education in Southwest China.