English language proficiency and academic performance of Nursing Students speaking English as a second language

Abstract

Introduction. Students who speak English as a second language (ESL) may face considerable challenges at English language universities. Aim. To investigate the English language proficiency and academic performance of ESL bachelor’s degree nursing students. Methods. A correlational design was used with a sample of 136 nursing students who completed a structured questionnaire on socio-demographic characteristics, variables that affect language proficiency, open questions, and English Language Acculturation Scale (ELAS) to identify their English proficiency. Results. Forty-three percent of the participants experienced difficulty in understanding the second language in clinical practice, 68% experienced challenges in studying the second language, and 47% were embarrassed to speak English. Approximately 71% of the participants had low ELAS scores and 58% had a good grade point average (GPA). Regression analysis revealed that internal motivation, study challenge, and entrance GPA were predictors of academic performance. Conclusions. The results suggest that students’ grades were correlated with their use of English to read and write during their studies. Thus, faculty administrators should have concrete plans for improving and monitoring the English language proficiency of students throughout their enrolment.

English Language Usage and Academic Achievement Among Nursing Students: A Cross-Sectional Study

“…Similar results were reported in previous studies (Chik et al, 2012;Mthimunye & Daniels, 2019;Zhu, 2020). However, this finding was not consistent with a study conducted in Saudi Arabia evaluating undergraduate nursing student's academic performance (Alharbi & Yakout, 2018).…”

“…This study examined the level of English language usage and its effect on undergraduate nursing students’ academic achievement. The findings showed that Saudi nursing student’s use of English was low, consistent with the results of a previous study that assessed third-year nursing student’s English Language usage in Saudi Arabia ( Alharbi & Yakout, 2018 ). According to Cummins model of second language acquisition ( 1983 ), acquiring higher level of proficiency in a second language requires 5–7 years for an individual to be proficient, especially in academic language.…”

“…This was in line with the study hypothesis and previous studies ( Martirosyan et al, 2015 ; Mthimunye & Daniels, 2019 ; Nasirudeen & Xiao, 2020 ; Salamonson et al, 2008 ; Tenney et al, 2019 ). However, inconsistent results were reported in studies in Australia, Malaysia, and Saudi Arabia ( Alharbi & Yakout, 2018 ; Chik et al, 2012 ; Glew et al, 2015 ; Zheng et al, 2014 ). The importance of English proficiency for ESL students had been noted as a factor that determines academic achievement and performance ( Arum & Roksa, 2011 ; Crawford & Candlin, 2013 ; Garone & Van de Craen, 2017 ).…”