Chinese has become one of the fastest-growing foreign languages worldwide due to China's expanding role in global education, trade, and international cooperation. International students enrolling in Chinese universities often enter with varying levels of prior Chinese language exposure, which may influence their subsequent academic achievement and language development. This study examines the duration of Chinese language learning before university enrollment, students' initial Chinese proficiency based on the Hanyu Shuiping Kaoshi (HSK), and their current Chinese proficiency after studying in Chinese universities. The study employs a quantitative descriptive research design using frequency and percentage analyses of survey data collected from international students. The findings indicate that the majority of students entered university with one to two years of prior Chinese learning and basic HSK proficiency (HSK Levels 1–2). However, substantial improvements were observed during university study, with nearly half of the respondents attaining HSK Level 6 proficiency. These findings demonstrate the effectiveness of university-level Chinese language education and immersive learning environments in enhancing language competence. The study contributes to the understanding of Chinese language acquisition among international students and provides recommendations for strengthening preparatory language programs and differentiated instructional approaches.
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