Language is a carrier of culture, identity, and skills that impacts vocational behaviors. However, the role of English language in Asian international students’ experiential sources of self-efficacy has not been assessed. The present study aims to explore the relations between sociolinguistic experiences, including English proficiency (EP) and perceived language discrimination (PLD), and experiential sources of self-efficacy (prior success, verbal persuasion, vicarious learning, and physiological and emotional states) in a sample of 124 Asian international students in the USA. Results from a polynomial regression model with response surface mapping indicated that the agreement between EP and PLD was associated with prior success and verbal persuasion only for students at extremes. The discrepancy between EP and PLD was associated with prior success and verbal persuasion linearly. Suggestions for future research and implications for vocational guidance are discussed in terms of supporting Asian international students.

语言是影响职业行为的文化、身份和技能的载体。然而，英语语言在亚洲国际学生自我效能体验来源中的作用尚未得到评估。本研究旨在探讨社会语言学经验（包括英语水平（EP）和感知语言歧视（PLD））与自我效能感的经验来源（先前的成功、言语说服、替代学习以及生理和情绪状态）之间的关系。 124 名在美国的亚洲国际学生作为样本。具有响应面映射的多项式回归模型的结果表明，EP 和 PLD 之间的一致性仅与极端学生的先前成功和口头说服相关。EP 和 PLD 之间的差异与先前的成功和口头说服呈线性相关。在支持亚洲国际学生方面讨论了对未来研究的建议和对职业指导的影响。