Saudi University Students Research Articles

The Role of Social Media Networking Sites in Supporting the Capabilities of Saudi University Students

The study aims to clarify the role of social networking sites in supporting the capabilities of Saudi university students through increasing cultural awareness and social interaction among them, determining the justifications for Saudi university students to use social networking sites (Facebook, Twitter, Instagram), and determining the degree of impact of social networks on interaction. The questionnaire method was used to collect data, and the sample size was determined by equitable distribution to a sample of 450 individuals, with 418 valid models obtained for analysis. The study reached several results. There is a positive and strong impact of social networking sites on increasing the capabilities of students in the universities under study by increasing cultural awareness and social interaction. Social media allows community issues to be raised for discussions such as educational, health, and other issues, and their effects on individuals, groups, and societies vary between negative and positive. The study recommended the necessity of continuous improvement of networks, computers, and software to improve working conditions in the universities under study. The study recommended raising the efficiency of the university’s infrastructure by modernizing laboratories, servers, websites, and educational platforms while providing training programs using social media as a means of receiving information in addition to raising the speed and capacity of the Internet.

English-Medium Instruction and Content Learning in Freshman Year: An Investigation of a Saudi University Students’ Challenges and Learning Strategies

The present study investigates the challenges that science freshmen perceive in English-medium instruction at Prince Sattam bin Abdelaziz University in terms of language and learning as well as the frequency of relevant learning strategies employed by students. A questionnaire was used to collect data from 376 students enrolled in the First Year Program at Prince Sattam Bin Abdelaziz University, considering their gender, scientific tracks, and previous English exposure. Results reveals that females were less comfortable communicating with professionals in their classrooms. Simultaneously, freshmen females perceive greater challenges in content comprehension, knowledge application, and learning adaptability. Therefore, they relied on learning strategies supported by L1 more frequently than males. Comparison of groups based on tracks shows that engineering students have more difficulty communicating with professionals than medical students. Furthermore, freshmen with extensive prior English exposure had fewer difficulties communicating with their peers and professionals. They perceived fewer difficulties with content comprehension, knowledge application, and learning adaptability. In contrast, freshmen with little prior exposure to English relied more on L1-related learning strategies. The findings show significant differences in perceiving EMI-related challenges and adopted learning strategies based on the relevant variables. They suggest that the shift from high school Arabic-medium education to English-medium instruction in higher education requires careful institutional and individual planning.

Psychology of Efl Learners in Saudi Universities: A Literature Review

With a view to gathering insights for EFL proficiency development amongst Saudi EFL learners, this study reviews the empirical literature on the influence of four key psychological factors on learning English as a foreign language. Specifically, the study addressed the following question: In what ways do the psychological factors of attitude, self-efficacy, anxiety and motivation influence the development of English proficiency amongst university learners in EFL settings?. To this end, 49 research articles published between 1990 and 2021 were selected for a systematic review of the selected factors. The selected studies were conducted in diverse university EFL learning contexts spanning 18 countries. Of this number, the highest numbers of studies (in descending order) falling within the criteria of the review were conducted within the Iranian (9), Chinese (8), Turkish (6) and Saudi (5) contexts. The study found that the psychology of EFL learners at the university level is complex and that there are multiple factors linked to the reviewed factors which need to be taken into account by policymakers, curriculum designers, teacher trainers and teachers to ensure effective EFL learning. The findings of most of the reviewed studies suggest that EFL learning is positively perceived by learners, although obstacles to effective EFL learning do exist and attitudes towards learning English seem to be influenced by a wide range of factors including parental support, gender, level of study, community support and motivation. The reviewed research also suggests a link between strategy-use and EFL learners’ self-efficacy and anxiety management. A key implication of these findings for improving the EFL learning experience in the Saudi context is the need to carry out more qualitative and in-depth studies that can help to map and address the actual issues affecting EFL learners. Further, intervention-based, rather than purely survey-based, research can enable Saudi EFL education providers to understand what pedagogical interventions and strategies can work most effectively in the local settings. Longitudinal studies would also enable researchers to understand whether attitudes, self-efficacy, anxiety and motivation evolve over time, and if they do, then what are the factors influencing such development, whether positive or negative. These understandings are key to creating a transformative EFL learning experience for Saudi university students which in turn determines their prospects of success in the academic setting and future employability.

The Role of Actively Open-minded Thinking among College students and its impact on future time perspectives

The current study aimed to investigate the development of actively open-minded thinking (AOT) among Saudi College students and its impact on their future time perspective (FTP). The study samples included 1,797 undergraduate students from different majors, and used AOT inventory of (Stanovich & West, 1997) and a short version of Zimbardo FTP inventory. The results showed that there was no development of AOT as illustrated by linear regression among college students depending on the AOT subfactors. However, the FTP results demonstrated that there was development of the present experience (FTP subfactor), as indicated by linear regression according to age in the present experience (FTP subfactor) was increased by age. The findings revealed a difference in the AOT, AOT subfactors, FTP and FTP subfactors in relation to sex, with males showing a higher score compared to females. In addition, the results indicated the interaction of AOT by sex on FTP subfactors (i.e., present vs. future). These findings indicate that AOT does not show developmental change according to age among the study sample. In contrast, some developmental changes occurred in FTP and FTP subfactors according to age.

Digital Learning, Life Satisfaction, and Perceived Stress Due to COVID-19 Emergency: Case Study Among Female Saudi University Students.

The paper explores the impact of the corona virus disease-19 (COVID-19) pandemic on the Saudi higher education system. The research focuses on the relationship between digital learning in COVID-19 time, life satisfaction, and stress among female students. The study discusses measures, practices, defense mechanisms, and coping strategies to face challenges. Using an online survey based on psychological effects and its role in defense mechanisms and coping strategies, findings show that digital learning provides flexibility in terms of time and offers resources at a lower cost compared to traditional learning. In addition, results show that the coping strategy perception is higher in obtaining a good score and succeeding than to get over the pandemic and recovering from the illness itself. Finally, results confirm that a positive attitude influences positively life satisfaction.

Saudi Learners' Perceptions of Academic Writing Challenges and General Attitude Towards Writing in English

Second language (L2) academic writing is one of the most fundamental, yet sophisticated skills for university students to master. It requires the ability to not only create ideas using sentences, but also construct meaningful, logical and comprehensible texts. Thus, understanding students’ attitudes towards L2 writing and exploring the challenges that they experience while composing texts are necessary for L2 teachers and curriculum designers. The overall goal of this study is twofold: (1) to investigate students’ perceptions of the difficulty that they experience while writing academic texts in English and (2) to explore learners’ attitudes towards writing assignments in English. The goal here is to explore these issues using data obtained from 109 Saudi university students. Data were first collected using a questionnaire and then quantitatively analysed. The results show that students tend to perceive academic writing as challenging and adopt a mildly to moderately positive attitude towards writing in English. These findings offer some implications for teachers and curriculum designers to improve the L2 academic writing skills of students.

Educators’ Attitudes toward Teaching Western Literature to Saudi University Students

educators and students; some focus on the pedagogy used to teach English, while others center on students’ attitudes. This study fills an existing gap in the literature on educators’ attitudes toward teaching Western literature in non-Western settings. It surveys educators’ backgrounds and perspectives toward teaching Western cultural, social, and religious issues in Saudi Arabia and identifies which variables influence their attitudes toward teaching Western literature. It examines educators’ goals in teaching Western literature within the Saudi context, in line with the progressive Vision 2030 and the ongoing process of globalization. It investigates the present state of teaching Western literature in the English departments of eight Saudi universities through a mixed-methods approach, analyzing data from a questionnaire completed by 99 educators. This study highlights the significance of teaching Western literary texts in Saudi bachelor (BA) teaching programs. The results yield some valuable pedagogical implications on what Western literature can offer English-as-a-foreign-language (EFL) students in Saudi universities. They demonstrate the educators’ positive attitudes toward teaching Western literature in EFL classrooms, believing that it can achieve objectives that transcend the boundaries of language and text. These findings are rewarding in a broader sense and particularly so in this globalized era. Accordingly, this study recommends the teaching of Western literature as a means of bridging the East/West divide, a matter of increasing significance in the current era.

فعالية نموذج تعلم تمازجي مقترح في تنمية مهارات الترجمة ‏الأدبية لدى الطلاب الجامعيين السعوديين

The purpose of this study was to design a blended-learning ‎model and to test its effectiveness in developing literary ‎translation skills of Saudi university students. Participants in the ‎study comprised 140 students (including males and females) ‎distributed randomly between the experimental and control ‎groups. Statistical analysis of the data indicated that there were ‎statistically significant differences between the mean scores of ‎the two groups in the post-administration of the test in favor of ‎those of the experimental group. No significant differences ‎were found between the mean scores of males and females in ‎the experimental group in the post-administration of the test. ‎The suggested model proved to be effective in developing ‎literary translation skills of Saudi university students.‎ ‎(Keywords: Blended Learning, Blended-earning Model, ‎Literary-translation Skills, Saudi-university Students)‎

Understanding extremist ideas: The mediating role of psychological well-being in the relationship between family functioning and extremism

The family environment plays an important role in radicalization and the development of extremism in individuals. However, this relationship has been insufficiently explored in the psychological literature. The aim of this study was to determine how and why the central dimensions of family functioning, specifically adaptability and cohesion, influence extremist beliefs and attitudes in young adults. The sample comprised 286 Saudi university students. Several measures were used to assess participants’ perceived family adaptability and cohesion, psychological well-being, and level of extremism. The latter was measured via an instrument developed by the authors. The results of factor and correlation analyses of the adaptability and cohesion subscales (r = 0.88, p < .01) suggested a unidimensional role of the family functioning variable, rather than two separate variables. A new factor of family coordination also emerged. The results indicated that family functioning was negatively related to extremism (r = -0.14, p < .01). Participants who reported more balanced family functioning had lesser extremist beliefs. Moreover, a positive correlation between family functioning and psychological well-being (r = 0.25, p < .01) was found. The relationship between family functioning and extremism was fully mediated by psychological well-being, suggesting an indirect effect of family functioning on extremism (β = -0.094, p < .01). This study provides a framework for understanding extremism and radicalization antecedents. The findings have important theoretical and practical implications for understanding and preventing extremism through family-based interventions.

The impact of learning strategies on the academic achievement of university students in Saudi Arabia

PurposeThis study aimed to investigate the learning strategies adopted by Saudi university students and explore the differences in the use of learning strategies due to gender and academic achievement.Design/methodology/approachThe study utilized a cross-sectional descriptive analytic approach and adopted the brief “ACRA-C” learning strategies scale. The study sample consisted of 365 students enrolled at a Saudi university selected using the random clustering technique.FindingsThe study revealed that microstrategies and study habits are the most preferred strategies by Saudi university students. Statistically significant differences in the use of learning strategies were found between male and female students in favor of the female students. The study also found that learning strategies are a significant predictor of students' academic achievement.Research limitations/implicationsThe study was limited to one college in one Saudi university. Future studies should use larger samples from different colleges and universities in Saudi Arabia and incorporate a variety of measures of academic achievement, such as students' grades in specific courses rather than the overall grade average.Originality/valueWhile there are a number of studies that investigated the use of learning strategies by students, there is a lack of such research in the higher education context of Saudi Arabia. Hence, the current study contributes to closing this gap in the literature by looking at the use of learning strategies by university students in Saudi Arabia and the relationship between strategy use, gender and academic achievement.

Strategies Employed by Jordanian and Saudi University Students in Translating Idiomatic Expressions: A Comparative Study

This study investigates the most utilized strategies applied by Saudi and Jordanian university male translation students in translating English idiomatic expressions into Arabic. The participants of the study were all B.A. translation students at King Saud University and Yarmouk University who were selected purposefully. The total number of students was 50 (25 Saudis and 25 Jordanians) who participated in a translation test that contained 50 idioms of different categories. The study's quantitative findings revealed that Saudi and Jordanian university translation students use certain shared strategies in translating idioms regardless of their awareness of the use of these strategies.

Nightmares' Pattern and Predictors among a Saudi University Students during COVID-19 Pandemic.

Purpose: During the coronavirus disease 2019 (COVID-19) pandemic quarantine, university students were under various types of stressors, including the exams period, which might have affected their quality and quantity of sleep, and consequently, their quality of life. This study aimed to investigate the pattern and predictors of nightmares among university students and coinvestigate the presence of other types of sleep disturbances, mental disorders, and quarantine-related stressors. Methods: This cross-sectional study included 368 university students who answered a self-completed questionnaire covering their sociodemographic features, nightmare indicators, and associated quarantine stressors. Additionally, sleep disturbances were measured using the Generalized Sleep Disturbance Scale (GSDS), anxiety using the Generalized Anxiety Disorder 2 scale, and depression using the Patient Health Questionnaire-2. Results: The participants’ mean age was 20.4 ± 1.6 years, and male participants represented 35.9% of the sample. Nightmares were experienced by 117 (31.8%) of the participants, of whom 44.4% had new-onset nightmares. The mean GSDS was 45.0 ± 14.9 (min. = 12, max. = 130). This value is associated with elevated odds of the following outcomes: the presence of nightmares (odds ratio [OR] = 1.8; confidence interval [CI] 95% = 1.1–3.0); new-onset nightmares at the time of pandemic (OR = 2.6; CI 95% = 1.3–5.5); and anxiety (OR = 1.74; CI 95% = 1.0–2.9). The presence of nightmares elevated the score of GSDS by 11.3 points (S.E. = 1.6, p < 0.001), elevated the odds of anxiety by 4.1 (CI 95% = 2.5–6.8), and depression by 2.1 (CI 95% = 1.3–3.4). Conclusions: Stressors resulting from both the exams period and the fact that it was conducted during COVID-19 quarantine increased the rate and affected the pattern of nightmares. These stressors also led to other sleep disturbances and mental disorders that were significantly more prevalent among females.

Prevalence, knowledge, attitude, and preventive behaviours of Saudi university students with symptomatic undiagnosed Irritable Bowel Syndrome

Objectives: This study aimed to investigate the prevalence, knowledge, attitude, and preventive behaviours towards symptomatic undiagnosed irritable bowel syndrome (IBS) in Saudi university students. In addition, this study also aimed to determine the factors that influence Saudi university students’ practice of preventive behaviours against IBS symptoms. Methods: A cross sectional observational study was carried out to assess the prevalence, knowledge, attitude, and preventive behaviours of a group of Saudi university students with symptomatic undiagnosed irritable bowel syndrome in Riyadh, Saudi Arabia from 2021 to 2022. The sample size included 384 Saudi university students of both genders aged 18-30 years old. Results: Among 384 Saudi university students, the prevalence rate of IBS, according to the Rome IV criteria used in this study, was statistically significant with a percentage of (39.6%). 152 symptomatic undiagnosed IBS Saudi university students were identified, with the majority female with a percentage of (53.9%) (82) compared to (44.3%) (70) symptomatic male counterparts. Conclusion: Irritable bowel syndrome is a prevalent, chronic gastrointestinal disorder, it affects patients’ quality of life and has a significant adverse effect and impacts on work, lifestyle and social well-being. The prevalence among our targeted sample according to IBS Rome IV diagnostic criteria was (39.6%) 152. Therefore, screening of IBS is recommended. Keywords: IBS, Saudi University students, Symptomatic patients, Undiagnosed, Stress.

Comparison of the Amplitude of Accommodation Measured Using Push-up, Minus Lens-to-Blur Methods and Hofstetter&amp;apos;s Equations in Saudi University Students

<i>Background</i>: Commonly, two clinical techniques are used to measure the amplitude of accommodation: push-up and minus lens-to-blur approaches. However, there is no consensus on the accurate technique for assessing the accommodative amplitude in the clinical eye examination. <i>Aim</i>: This study was to compare push-up and minus lens-to-blur methods and Hofstetter's equations for assessing the amplitude of accommodation in Saudi university students. <i>Methods</i>: This was a comparative cross-sectional, performed in the department of optometry clinic between February and May 2020. The amplitude of accommodation was assessed on 79 Saudi young students (62 males and 17 females, mean age and standard deviation was 23.50 ± 2.29 years old using the push-up and minus lens-to-blur methods and calculated using Hofstetter's equations. <i>Results:</i> The findings showed that the highest mean of the amplitude of accommodation was found by using the Hofstetter's maximum equation (15.2 ± 0.9D), whereas the minus lens-to-blur technique provided the lowest result (8.6 ± 1.6D). Using the t-test, significant changes were seen between all methods P<0.0001 except the minus lens-to-blur method and Hofstetter's minimum equation P=0.077. Measurements by different methods revealed an opposite association between subjects' age and amplitude of accommodation. <i>Conclusion:</i> Given the significant variance in results obtained between the different techniques for measuring the amplitude of accommodation, caution should be taken once making decisions regarding amplitude accommodation assessment in young subjects with accommodative disorders and binocular vision abnormalities.

Online Learning Apps Adoption in the Saudi Context: A Perspective on the Unified Theory of Acceptance and Use of Technology

The aim of this study is to determine the behavioural intentions and actual usage of online learning apps through the lens of the unified theory of acceptance and use of technology, which is a synthesis of numerous theories and models and is most commonly used to examine technology adoption behaviours. The study has utilised an exploratory research design, and data were collected using a questionnaire survey. The items used for establishing the questionnaire to measure the study constructs are adopted from different valid studies conducted previously. The current study examines the role of various factors, including performance expectancy, effort expectancy, social influence, hedonic motivations, price value, and habits on the behavioural intentions of Saudi students using online learning apps. The data were collected from 245 Saudi university students and then analysed using structural equational modelling. The results highlight that an emphasis on all the theory elements, including performance expectancy, effort expectancy, social influence, hedonic motivations, price value, and habits, can positively lead to behavioural intention to use online learning apps, leading in turn to actual usage. Although these results can be put into the context of future studies, the study encourages practitioners, policymakers, and educational designers to focus on performance expectancy, effort expectancy, social influence, habit, price value, and hedonic motivation when designing and adopting online learning apps for Saudi university students. KEYWORDS educational technology, m-learning, higher education, technology acceptance, Saudi Arabia

Educators’ Attitudes toward Teaching Western Literature to Saudi University Students

Educators’ Attitudes toward Teaching Western Literature to Saudi University Students

Language Awareness and English Spelling Difficulties of Saudi EFL Students

Spelling errors constitute the biggest challenge for Arab students during the process of their acquisition of the four English language skills, especially during their learning of the writing skill. The aim of the study was to assess language awareness and English spelling difficulties faced by Saudi EFL students. Major emphasis was given to the mistakes commonly committed by English learners. It also aimed to explore the opinions of students on English as a foreign language, establishing the different causes of spelling errors, and assessing the interference that exists between English and Arabic Saudi EFL students. The study used a quantitative research approach based on the descriptive research design. An online questionnaire was used to collect data from a sample of 150 male and female Saudi university students who were in the first year of their English language program at King Saud University. The study revealed that a variety of factors contribute to students’ spelling mistakes, cutting across the educational system and university curriculum, students’ learning attitudes, and English-Arabic linguistic interference. The study participants imparted their observations and experiences, and their responses assisted the researcher in categorizing their errors and in discovering reasons and solutions for their mistakes and errors. This helped a great deal in learning the plausible reasons for the spelling errors and in suggesting successful corrective strategies. The outcomes of this study are supposed to aid policymakers in taking the required steps to improve the learning experiences of Arab English learners and help teachers to aid and empower the language earners in avoiding common errors in spelling. This study advocates for a change in the way English is taught in Saudi schools, emphasizing the importance of spelling as a basis for English fluency. The study also proposes a few pedagogical strategies for the rectification of the spelling errors.

Association between Awareness on Antibiotic Resistance and Antibiotic Misuse Among Saudi University Students

Background: Saudi Arabia has the highest prevalence of resistant pathogens in the Gulf Region, with a rapid increase in antibiotic resistance seen in recent years. Misuse is common despite laws prohibiting dispensing antibiotics without prescription. This study was conducted to determine the association between awareness of antibiotic resistance and antibiotic misuse among Saudi university students. Specifically, it aimed to determine the proportion of university students who were aware of antibiotic resistance, the proportion of university students who were aware that antibiotic resistance is a public health problem, the prevalence of antibiotic misuse among university students, and the association between awareness and antibiotic misuse. Methods: The study utilized an analytic cross-sectional design. By using a self-administrated survey, responses on awareness of antibiotic resistance as well as antibiotic use among bachelor students were obtained. Two-stage stratified cluster sampling was conducted to select the required 825 participants. Epi Info® version 7 was used to estimate the proportion of students who were aware of antibiotic resistance as well as the proportion of students who misused antibiotics. Logistic regression was used to determine the association between awareness of antibiotic resistance and antibiotic use. Results: Over 75% of university students were aware of antibiotic resistance (95% CI: 72.09% - 77.98%), while 54.67% (95% CI: 51.26% - 58.03%) were aware that antibiotic resistance is a public health problem. Nearly 67% misused antibiotics (95% CI: 63.63% - 70.04%) with failure to follow the prescribed number of days of antibiotic therapy and using leftover antibiotics as the most common forms of misuse. Students who were aware of antibiotic resistance were 27.96% less likely to misuse antibiotics (OR = 0.7204, p = 0.0642). Those who were aware that antibiotic resistance is a public health problem were 51.32% less likely to misuse antibiotics (OR = 0.4868, p &lt; 0.0001). Conclusion: Awareness of antibiotic resistance is associated with lower antibiotic misuse. Education campaigns on the consequences of inappropriate antibiotic use and the development of antibiotic resistance should be intensified.

An Analysis of the Spelling Errors In the Written English of Saudi University Students

This study investigates the spelling errors that characterize the writing of Saudi university students. The errors are analyzed with a view to finding their causes. The analysis shows that the errors fall into three categories- substitution (letter and word substitution), addition and omission. The authors conclude that the letter substitution error is a characteristic feature of the spelling of the subjects,. The authors also conclude that the subjects' Arabic dialect is responsible for causing such type of substitution. The other types, which occurred less frequently, are attributed to interference from both Arabic and English. The authors finally recommend a kind of instruction focusing on the learners' attested errors considering priorities.

Association of diet quality with serum high-sensitivity C-reactive protein level and the adherence to the Saudi dietary guidelines among female college students

ObjectiveAssess adherence to the Saudi Dietary Guidelines and identify the diet quality using the Healthy Eating Index (HEI-2015), and measure levels of high-sensitivity C-reactive protein (hs-CRP), an indicator of the risk of chronic diseases, among female Saudi college students. MethodsA cross-sectional study of 401 randomly selected female students aged 19–35 years at [removed for blind peer review]. Data from an interview-based Saudi Food Frequency Questionnaire, health history, anthropometric measurements, and hs-CRP were collected. Multivariable linear regression analyses were used to examine the associations between HEI-2015 score and hs-CRP. ResultsThere was an overall low adherence (43%) to the Saudi Dietary Guidelines, higher intake of cereal, bread, meat and sodium, and lower intake of dairy products compared to recommended levels. The mean HEI-2015 score was (62.7 ± 10.2), indicating poor diet quality, and the mean hs-CRP level was high (2.62 ± 3.31 mg/l). The HEI-2015 score was inversely correlated with the hs-CRP level (r = −0.43) and body mass index (BMI, r = −0.23). A higher HEI-2015 score per 1 SD (10 points) was associated with −0.2 (95% CI: −0.4, −0.1 mg/l) lower hs-CRP, independent of lifestyle factors and BMI. ConclusionPoor quality diet was associated with higher hs-CRP levels, an indicator of adverse health conditions. Further research and intervention studies to develop potential strategies to enhance positive dietary behavior changes are needed.