Impact of Study Partners on Medical Students' Confidence in Learning Dutch
Author Information
Author(s): Yu Hao, Köhler S. Eleonore, Janesarvatan Fatemeh, van Merriënboer Jeroen J. G., Asoodar Maryam
Primary Institution: Maastricht University
Hypothesis
Does the confidence in medical Dutch significantly differ between students learning in mixed and homogeneous groups?
Conclusion
The study suggests that starting with homogeneous nonnative student groups enhances collaboration and builds confidence, while introducing native partners later can improve language proficiency.
Supporting Evidence
- Students in homogeneous groups reported higher confidence levels compared to those in mixed groups.
- Nonnative students in homogeneous groups gained confidence, while those in mixed groups experienced a decrease.
- Collaborative strategies differed between groups, with homogeneous groups focusing more on communication skills.
- Native partners provided constructive feedback that enhanced language learning in mixed groups.
Takeaway
This study found that working with classmates who are at the same language level helps students feel more confident when learning Dutch, while working with native speakers later can help them learn even better.
Methodology
A mixed-methods pre-post quasi-experimental design was used with 12 third-year international medical students, assessing confidence through the Need Satisfaction Competence Scale and conducting individual interviews.
Potential Biases
Potential social desirability bias in self-reported confidence levels.
Limitations
The small sample size and gender imbalance may affect the results, and the study did not interview native partners for their perspectives.
Participant Demographics
Participants were third-year international medical students aged 20 to 28, with a proficiency level of at least B2 in Dutch.
Statistical Information
P-Value
p=0.03
Statistical Significance
p<0.05
Digital Object Identifier (DOI)
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