English Language Learning Needs and Perceptions among Nursing Students

Abstract

Objective: English is increasingly used in the global nursing field, requiring nurses to possess strong English proficiency. The shift from general English instruction to English for Specific Purposes (ESP), particularly in nursing, emphasizes the need for language skills tailored to clinical settings. Despite efforts by the Indonesian government to support nurse migration abroad, only 5% of nursing graduates work internationally (BNP2TKI, 2019). One major barrier is limited foreign language proficiency. This study aims to explore the English learning needs and perceptions of nursing students to better align language education with professional requirements.

Method: A descriptive quantitative cross-sectional design was used, involving 114 nursing students. Data were collected using a structured questionnaire assessing needs in reading, writing, listening, and speaking. Univariate analysis was conducted to describe frequencies and averages.

Results: Participants’ average age was 20.21 years (SD ± 1.05), with most under 20 (74.5%) and in their second year of study (69.3%). The majority were enrolled in the bachelor's nursing program (67.5%) and had graduated from senior high school (69.3%). Among the four skills, reading showed the highest learning need (mean = 31.71, SD ± 3.79), while listening had the lowest (mean = 17.22, SD ± 2.46). There was no significant relationship between demographic variables (age, grade, major, high school background) and total English learning needs.

Conclusion: Nursing students require focused English support, particularly in listening skills. Curriculum development should prioritize these needs, as demographic factors do not significantly influence language skill gaps.