- Title
- The sustainability effects of two reading interventions on Saudi nursing students’ comprehension of scientific research
- Creator
- Al-Moteri, Modi; Alqarni, Ibrahim; Elryah, Ahmed; Plummer, Virginia; Almalki, Mohammed
- Date
- 2024
- Type
- Text; Journal article
- Identifier
- http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/204904
- Identifier
- vital:20084
- Identifier
-
https://doi.org/10.1371/journal.pone.0309898
- Identifier
- ISSN:1932-6203 (ISSN)
- Abstract
- Background Scientific literature is presented in complex language, most frequently in English, and includes technical jargon that represents a challenge to comprehension of an English as a foreign language (EFL) nursing student. Yet scientific literature is a powerful and trustworthy source of evidence to guide nursing practice. Purpose The aim is to examine two reading interventions (Translation vs Synthesization) and to determine which one produces long-term sustainability effects in scientific research reading comprehension. Method A two-group posttest-only randomized comparative design was used in which 120 participants were randomly assigned to two groups. Several instruments were used to collect the data. Results Study findings showed that the synthesization group significantly produced better results when compared with the translation group on both the immediate (p = 0.01) and the delayed (p = 0.013) reading comprehension tests. It shows also that gender differences have a significant impact on reading comprehension with a favor to males in the long-term reading comprehension outcome (p = 0.038) of synthesization and females in the short-term reading comprehension outcome (p = 0.015) of translation. English proficiency was significant with determination, metacognitive, and social skills in the synthesization group (p = 0.00, p = 0.01, p = 0.007 respectively). Conclusion The results suggested that synthesization could be an effective reading approach in improving EFL nursing students’ reading comprehension of scientific literature. © 2024 Al-Moteri et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
- Publisher
- Public Library of Science
- Relation
- PLoS ONE Vol. 19, no. 10 October (2024), p.
- Rights
- All metadata describing materials held in, or linked to, the repository is freely available under a CC0 licence
- Rights
- http://creativecommons.org/licenses/by/4.0/
- Rights
- Copyright © 2024 Al-Moteri et al
- Rights
- Open Access
- Subject
- MD Multidisciplinary
- Full Text
- Reviewed
- Funder
- This research was funded by Taif University, Saudi Arabia, Project No. (TU-DSPP-2024-282).
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