Factors affecting English proficiency of Arabic student nurses: Future directions for educational developers in Saudi Arabia

Abstract

This study aims to determine the contributory factors affecting the English Proficiency of Arabic student nurses. This research employed the quantitative-cross-sectional approach conducted at the University of Hail, College of Nursing. Two hundred seventy-six student nurses participated in the study resulting from the convenience sampling. Frequency and percentage, t-test, and one-way Analysis of Variance (ANOVA) analyzed the data. Data was gathered between January and February 2022. The students have a low level of English proficiency (22.25/55). The gender has significant difference with level of English proficiency (t=3.679; p<.000), however, there was no significant difference with environment (t=.129; p>.898), peer (t=.255; p>.799), teacher (t=.515; p>.607), and technology (t=1.306; p>.193). Moreover, age was found no significant difference with the level of English proficiency (F=.618; p>.540), environment (F=1.415; p>0.71), and teacher (F=2.462; .087) but with a significant difference with technology (F=4.155; p>.017) and peer (F=1.486; p<.044). The year level of the participants, was found no significant difference with English proficiency (F=.932; p>.395), environment (F=.494; p>.611), peer (F=1.385; p>.252), teacher (F=1.627; p>.198), and technology (F 2.23; p>.109). Lastly, the environment (F=(4,271=9.856, p<000)), peer (F=(4,271=9.856, p<.020)), teacher (F=(4,271=9.856, p<.014)) were significant contributors to the level of proficiency of the student nurses but not on technology. The student nurses have a low level of English proficiency, and gender was found to have a significant difference in English proficiency. The age was found to have no significant difference with English proficiency, environment, and teacher. However, technology and peer were found to have a significant difference. The year level of the participants was found to have no significant difference with English proficiency, environment, peer, teacher, and technology. The environment, peers, and teacher contributed to English proficiency but not to technology.