EXPLORING LEARNING NEEDS OF GIFTED EFL HIGH SCHOOL STUDENTS IN VIETNAM: TEACHERS’ AND STUDENTS’ PERCEPTIONS
Main Article Content
Abstract
Gifted students are often characterized as those who demonstrate distinctive characteristics, both intellectually and emotionally. Thus, they may have learning needs that are distinctive from non-gifted ones. Failure to meet the needs of these learners may lead to their low motivation, low attention, and consequently low achievement in their learning processes. Although gifted education in Vietnam has got a relatively long history, gifted English as a Foreign Language (EFL) remained somewhat under-researched and poorly understood. Studies that focus on learning needs of gifted EFL students in Vietnam are almost undetectable. This study thus aimed at discovering learners’ and teachers’ perceptions of gifted EFL students’ learning needs. Data were collected through questionnaires and interviews with 137 gifted EFL students and five English teachers working with these students. Findings from the study suggest that: (1) among 7 key components of English language, oral skills including speaking, listening and pronunciation were perceived as most important, meanwhile output skills namely speaking and writing appeared to be most challenging; (2) teaching activities that focus on oral skills and self-directed learning (i.e., presentation, debate, discussion, self-study, projects, etc.) are considered most effective and engaging to this group of students; (3) students’ commitment to study was generally high but motivation for advanced English lessons and National Talent Competitions, was not as high as expected. These findings contributed to the limited literature on gifted students, particularly gifted EFL students in Vietnamese context, highlighted the need to reconsider the goals and missions of gifted education in Vietnam, and had important implications for curriculum and instructional design for this unique group of learners.
Article Details
Keywords
gifted EFL students, gifted education, students’ needs
References
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Cao, T. H., Jung, J. Y., & Lee, J. (2017). Assessment in gifted education: A review of the literature from 2005 to 2016. Journal of Advanced Academics, 28(3), 163-203. https://doi.org/10.1177/1932202X17714572
Catholic Education Melbourne. (2013). Gifted and talented students: A resource guide for teachers in Victorian catholic schools (1st ed.). Neal Publication, Inc.
Clinkenbeard, P. R. (2012). Motivation and gifted students: Implications of theory and research. Psychology in the Schools, 49(7), 622-630. https://doi.org/10.1002/pits.21628
Diffily, D. (2002). Project-based learning: Meeting social studies standards and the needs of gifted learners. Gifted Child Today, 25(3), 40-59. https://doi.org/10.4219/gct-2002-69
Fleming, N. D., and C. Mills (1992). Not another inventory, rather a catalyst for reflection. To Improve the Academy, 11, 137-155. https://doi.org/10.1002/j.2334-4822.1992.tb00213.x
George, D., & Mallery, P. (2003). SPSS for Windows step by step: A simple guide and reference, 11.0 update (4th ed.). Allyn & Bacon.
Greene, J. C., Caracelli, V. J., & Graham, W. F. (1989). Toward a conceptual framework for mixed-method evaluation designs. Educational Evaluation and Policy Analysis, 11(3), 255–274. https://doi.org/10.3102/01623737011003255
Gross, M. U. M., MacLeod, B., & Pretorius, M. (2001). Gifted students in secondary schools: Differentiating the curriculum (2nd ed.). Gifted Education Research.
Hsieh, H.-F., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 1277-1288. http://dx.doi.org/10.1177/1049732305276687
Hutchinson, T., & Waters, A. (1987). English for specific purposes: A learner-centered approach. Cambridge University Press. http://dx.doi.org/10.1017/CBO9780511733031
Huu, S. (2018, December 26). Nên bỏ trường chuyên. Tạp chí Giáo Dục Việt Nam. https://giaoduc.net.vn/giao-duc-24h/nen-bo-truong-chuyen-post194135.gd
Joffe, H., & Yardley, L. (2004). Content and thematic analysis. In S. F. Marks & L. Yardley (Eds.), Research methods for clinical and health psychology (pp. 56). SAGE Publications. https://doi.org/10.4135/9781849209793
Kaharuddin, A., Burhanuddin, A., Jurusan P. B. I., Fakultas, T. K., & Fakultas I. B. (2017). Using needs analysis to develop English teaching materials in initial speaking skills for Indonesian college students of English. The Turkish Online Journal of Design, Art and Communication (TOJDAC), Special Edition, 419-437.
Klassen, A., Creswell, J., Clark, V., Smith, K., & Meissner, H. (2012). Best practices in mixed methods for quality of life research. Quality of Life Research, 21(3), 377-380. https://doi.org/10.1007/s11136-012-0122-x
Kronborg, L., & Cornejo-Araya, C. A. (2018). Gifted educational provisions for gifted and highly able students in Victorian schools, Australia. Universitas Psychologica, 17(5), 1-14. https://doi.org/10.11144/Javeriana.upsy17-5.gepg
Leong, L. M., & Ahmadi, S. M. (2017). An analysis of factors influencing learners’ English speaking skill. International Journal of Research in English Education, 2(1), 34-41. http://ijreeonline.com/article-1-38-en.html
Long, M. H. (2005). Second language needs analysis. Cambridge University Press. https://doi.org/10.1017/CBO9780511667299.002
Mai, M. (2007, September 18). Hiểu đúng về “trường chuyên”. Dân Trí. https://dantri.com.vn/giao-duc-khuyen-hoc/hieu-dung-ve-truong-chuyen-1190112950.htm
McKinley, J., & Thompson, G. (2018). Washback effect in teaching English as an international language. In J. I. Liontas, M. DelliCarpini & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley. https://doi.org/10.1002/9781118784235.eelt0656
Ministry of Education and Training. (2012). Thông tư 06/2012/TT-BGDĐT về Quy chế tổ chức và hoạt động của trường trung học phổ thông chuyên do Bộ trưởng Bộ Giáo dục và Đào tạo ban hành. Cổng thông tin điện tử ngành Giáo dục và Đào tạo TP. Hồ Chí Minh. https://gdtrunghoc.hcm.edu.vn/qui-che-qui-dinh-quyet-dinh/thong-tu-062012tt-bgddt-ve-quy-che-to-chuc-va-hoat-dong-cua-truong-trung-hoc-ph/vbct/41301/54115
Munby, J. (1978). Communicative syllabus design: A sociolinguistic model for defining the content of purpose-specific language programmes. Cambridge University Press. https://lib.ugent.be/catalog/rug01:000532328
Murdock-Smith, J. (2013). Understanding social emotional needs of gifted children. Rivier Academic Journal, 9(2), 1-4. https://www2.rivier.edu/journal/ROAJ-Fall-2013/J750-Murdock-Smith.pdf
Neumeister, K. L. S., Williams, K. K., & Cross, T. L. (2007). Perfectionism in gifted high-school students: Responses to academic challenge. Roeper Review, 29(5), 11-18. https://doi.org/10.1080/02783193.2007.11869219
OECD. (2004). Students learning: Attitudes, engagement and strategies. Learning for Tomorrow's World: First Results from PISA 2003 (pp. 109-156). OECD Publishing. https://doi.org/10.1787/9789264006416-en
Olshtain, E., & Celce-Murcia, M. (2016). Teaching language skills from a discourse perspective. In E. Hinkel (Ed.), The handbook of research in Second Language Teaching and Learning (pp. 149-158). Routledge.
Pfeiffer, S. I. (2012). Current perspectives on the identification and assessment of gifted students. Journal of Psychoeducational Assessment, 30(1), 3-9. https://doi.org/10.1177/0734282911428192
Piirto, J. (2005). The creative process in poets. In J. C. Kaufman & J. Baer (Eds.), Creativity across domains: Faces of the muse (pp. 1-23). Psychology Press.
Quyen, Q. (2019, February 27). Bộ GD&ĐT sẽ đánh giá tiếng Anh theo kỹ năng nghe, nói, đọc, viết. Báo Nghệ An. https://baonghean.vn/bo-gddt-se-danh-gia-tieng-anh-theo-ky-nang-nghe-noi-doc-viet-post202252.html
Renzulli, J. S. (2011). What makes giftedness?: Reexamining a definition. Phi Delta Kappan, 92(8), 81-88. https://doi.org/10.1177/003172171109200821
Richards, J. C. (2001). Needs analysis. In C. R. Jack (Ed.), Curriculum development in language teaching (pp. 51-89). Cambridge University Press. https://doi.org/10.1017/CBO9780511667220
Richards, J. C., & Renandya, W. A. (2002). Methodology in language teaching: An anthology of current practice. Cambridge University Press. https://doi.org/10.1017/CBO9780511667190
Richterich, R., & Chancerel, J.-L. (1977). Identifying the Needs of Adults Learning a Modern Language. Journal of Women’s Health, 3-52. https://files.eric.ed.gov/fulltext/ED082544.pdf
Riley, T. L. (2004). Qualitative Differentiation for Gifted and Talented Students. In D. McAlpine & R. Moltzen (Eds.), Gifted and Talented: New Zealand perspectives. Kanuka Grove Press.
Rubin, J. (1975). What the "good language learner" can teach us. TESOL Quarterly, 9(1), 41-51. https://doi.org/10.2307/3586011
Schunk, D. H. (2012). Social cognitive theory. In K. R. Harris, S. Graham, T. Urdan, C. B. McCormick, G. M. Sinatra, & J. Sweller (Eds.), APA educational psychology handbook, Vol. 1. Theories, constructs, and critical issues (p. 101–123). American Psychological Association. https://doi.org/10.1037/13273-005
Stanley, T. (2012). Project-based learning for gifted students: A handbook for the 21st-century classroom. Prufrock Press.
Takeda, I. (2016). Report: Project-based learning with 21st century skills for the Japanese language classroom. Journal of Integrated Creative Studies, 1-7. https://doi.org/10.14989/225153
Tashakkori, A., & Teddlie, C. (2003). Major issues and controversies in the use of mixed methods in the social and behavioral sciences. In C. Teddlie & A. Tasbakkori (Eds.), Handbook of Mixed Methods in Social and Behavioral Sciences (pp. 3-50). SAGE. https://dx.doi.org/10.4135/9781506335193
Tashakkori, A., & Teddlie, C. (1998). Mixed Methodology: Combining Qualitative and Quantitative Approaches (Vol. 46). Sage Publications.
Terman, L. M. (1926). Genetic Studies of Genius...: Vol. I. Mental and Physical Traits of a Thousands Gifted Children. Stanford University Press.
Tsiplakides, I., & Keramida, A. (2009). Helping students overcome foreign language speaking anxiety in the English classroom: Theoretical issues and practical recommendations. International Education Studies, 2(4), 39-44.
Verhoeff, T. (1997). The role of competitions in education. Future world: Educating for the 21st century, 1-10.
Vialle, W., & Rogers, K. (2012). Gifted, talented or educationally disadvantaged? The case for including 'giftedness' in teacher education programs. In C. Forlin (Eds.), Future directions for inclusive teacher education: An international perspective (pp. 114-122). Routledge.
Vu, P., & Vu, L. (2012). Teaching English as a foreign language major to gifted students. 3L: The Southeast Asian Journal of English Language Studies, 18(2), 57-66.
West, R. (1994). Needs analysis in language teaching. Language Teaching, 27(1), 1-19. https://doi.org/10.1017/S0261444800007527
Bell, S. (2010). Project-based learning for the 21st century: Skills for the future. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 83(2), 39-43. https://doi.org/10.1080/00098650903505415
Berwick, R. (1989). Needs assessment in language programming: From theory to practice. In R. K. Johnson (Ed.), The second language curriculum (pp. 48-62). Cambridge University Press. http://dx.doi.org/10.1017/CBO9781139524520.006
Braun, V., & Clarke, V. (2012). Thematic analysis. In H. Cooper, P. M. Camic, D. L. Long, A. T. Panter, D. Rindskopf & K. J. Sher (Eds.), APA handbook of research methods in psychology, Vol. 2: Research designs: Quantitative, qualitative, neuropsychological, and biological (pp. 57–71). American Psychological Association. https://doi.org/10.1037/13620-000
Brindley, G. (1989). The role of needs analysis in adult ESL programme design. In R. K. Johnson (Ed.), The second language curriculum (pp. 63-78). Cambridge University Press.
Cao, T. H., Jung, J. Y., & Lee, J. (2017). Assessment in gifted education: A review of the literature from 2005 to 2016. Journal of Advanced Academics, 28(3), 163-203. https://doi.org/10.1177/1932202X17714572
Catholic Education Melbourne. (2013). Gifted and talented students: A resource guide for teachers in Victorian catholic schools (1st ed.). Neal Publication, Inc.
Clinkenbeard, P. R. (2012). Motivation and gifted students: Implications of theory and research. Psychology in the Schools, 49(7), 622-630. https://doi.org/10.1002/pits.21628
Diffily, D. (2002). Project-based learning: Meeting social studies standards and the needs of gifted learners. Gifted Child Today, 25(3), 40-59. https://doi.org/10.4219/gct-2002-69
Fleming, N. D., and C. Mills (1992). Not another inventory, rather a catalyst for reflection. To Improve the Academy, 11, 137-155. https://doi.org/10.1002/j.2334-4822.1992.tb00213.x
George, D., & Mallery, P. (2003). SPSS for Windows step by step: A simple guide and reference, 11.0 update (4th ed.). Allyn & Bacon.
Greene, J. C., Caracelli, V. J., & Graham, W. F. (1989). Toward a conceptual framework for mixed-method evaluation designs. Educational Evaluation and Policy Analysis, 11(3), 255–274. https://doi.org/10.3102/01623737011003255
Gross, M. U. M., MacLeod, B., & Pretorius, M. (2001). Gifted students in secondary schools: Differentiating the curriculum (2nd ed.). Gifted Education Research.
Hsieh, H.-F., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 1277-1288. http://dx.doi.org/10.1177/1049732305276687
Hutchinson, T., & Waters, A. (1987). English for specific purposes: A learner-centered approach. Cambridge University Press. http://dx.doi.org/10.1017/CBO9780511733031
Huu, S. (2018, December 26). Nên bỏ trường chuyên. Tạp chí Giáo Dục Việt Nam. https://giaoduc.net.vn/giao-duc-24h/nen-bo-truong-chuyen-post194135.gd
Joffe, H., & Yardley, L. (2004). Content and thematic analysis. In S. F. Marks & L. Yardley (Eds.), Research methods for clinical and health psychology (pp. 56). SAGE Publications. https://doi.org/10.4135/9781849209793
Kaharuddin, A., Burhanuddin, A., Jurusan P. B. I., Fakultas, T. K., & Fakultas I. B. (2017). Using needs analysis to develop English teaching materials in initial speaking skills for Indonesian college students of English. The Turkish Online Journal of Design, Art and Communication (TOJDAC), Special Edition, 419-437.
Klassen, A., Creswell, J., Clark, V., Smith, K., & Meissner, H. (2012). Best practices in mixed methods for quality of life research. Quality of Life Research, 21(3), 377-380. https://doi.org/10.1007/s11136-012-0122-x
Kronborg, L., & Cornejo-Araya, C. A. (2018). Gifted educational provisions for gifted and highly able students in Victorian schools, Australia. Universitas Psychologica, 17(5), 1-14. https://doi.org/10.11144/Javeriana.upsy17-5.gepg
Leong, L. M., & Ahmadi, S. M. (2017). An analysis of factors influencing learners’ English speaking skill. International Journal of Research in English Education, 2(1), 34-41. http://ijreeonline.com/article-1-38-en.html
Long, M. H. (2005). Second language needs analysis. Cambridge University Press. https://doi.org/10.1017/CBO9780511667299.002
Mai, M. (2007, September 18). Hiểu đúng về “trường chuyên”. Dân Trí. https://dantri.com.vn/giao-duc-khuyen-hoc/hieu-dung-ve-truong-chuyen-1190112950.htm
McKinley, J., & Thompson, G. (2018). Washback effect in teaching English as an international language. In J. I. Liontas, M. DelliCarpini & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley. https://doi.org/10.1002/9781118784235.eelt0656
Ministry of Education and Training. (2012). Thông tư 06/2012/TT-BGDĐT về Quy chế tổ chức và hoạt động của trường trung học phổ thông chuyên do Bộ trưởng Bộ Giáo dục và Đào tạo ban hành. Cổng thông tin điện tử ngành Giáo dục và Đào tạo TP. Hồ Chí Minh. https://gdtrunghoc.hcm.edu.vn/qui-che-qui-dinh-quyet-dinh/thong-tu-062012tt-bgddt-ve-quy-che-to-chuc-va-hoat-dong-cua-truong-trung-hoc-ph/vbct/41301/54115
Munby, J. (1978). Communicative syllabus design: A sociolinguistic model for defining the content of purpose-specific language programmes. Cambridge University Press. https://lib.ugent.be/catalog/rug01:000532328
Murdock-Smith, J. (2013). Understanding social emotional needs of gifted children. Rivier Academic Journal, 9(2), 1-4. https://www2.rivier.edu/journal/ROAJ-Fall-2013/J750-Murdock-Smith.pdf
Neumeister, K. L. S., Williams, K. K., & Cross, T. L. (2007). Perfectionism in gifted high-school students: Responses to academic challenge. Roeper Review, 29(5), 11-18. https://doi.org/10.1080/02783193.2007.11869219
OECD. (2004). Students learning: Attitudes, engagement and strategies. Learning for Tomorrow's World: First Results from PISA 2003 (pp. 109-156). OECD Publishing. https://doi.org/10.1787/9789264006416-en
Olshtain, E., & Celce-Murcia, M. (2016). Teaching language skills from a discourse perspective. In E. Hinkel (Ed.), The handbook of research in Second Language Teaching and Learning (pp. 149-158). Routledge.
Pfeiffer, S. I. (2012). Current perspectives on the identification and assessment of gifted students. Journal of Psychoeducational Assessment, 30(1), 3-9. https://doi.org/10.1177/0734282911428192
Piirto, J. (2005). The creative process in poets. In J. C. Kaufman & J. Baer (Eds.), Creativity across domains: Faces of the muse (pp. 1-23). Psychology Press.
Quyen, Q. (2019, February 27). Bộ GD&ĐT sẽ đánh giá tiếng Anh theo kỹ năng nghe, nói, đọc, viết. Báo Nghệ An. https://baonghean.vn/bo-gddt-se-danh-gia-tieng-anh-theo-ky-nang-nghe-noi-doc-viet-post202252.html
Renzulli, J. S. (2011). What makes giftedness?: Reexamining a definition. Phi Delta Kappan, 92(8), 81-88. https://doi.org/10.1177/003172171109200821
Richards, J. C. (2001). Needs analysis. In C. R. Jack (Ed.), Curriculum development in language teaching (pp. 51-89). Cambridge University Press. https://doi.org/10.1017/CBO9780511667220
Richards, J. C., & Renandya, W. A. (2002). Methodology in language teaching: An anthology of current practice. Cambridge University Press. https://doi.org/10.1017/CBO9780511667190
Richterich, R., & Chancerel, J.-L. (1977). Identifying the Needs of Adults Learning a Modern Language. Journal of Women’s Health, 3-52. https://files.eric.ed.gov/fulltext/ED082544.pdf
Riley, T. L. (2004). Qualitative Differentiation for Gifted and Talented Students. In D. McAlpine & R. Moltzen (Eds.), Gifted and Talented: New Zealand perspectives. Kanuka Grove Press.
Rubin, J. (1975). What the "good language learner" can teach us. TESOL Quarterly, 9(1), 41-51. https://doi.org/10.2307/3586011
Schunk, D. H. (2012). Social cognitive theory. In K. R. Harris, S. Graham, T. Urdan, C. B. McCormick, G. M. Sinatra, & J. Sweller (Eds.), APA educational psychology handbook, Vol. 1. Theories, constructs, and critical issues (p. 101–123). American Psychological Association. https://doi.org/10.1037/13273-005
Stanley, T. (2012). Project-based learning for gifted students: A handbook for the 21st-century classroom. Prufrock Press.
Takeda, I. (2016). Report: Project-based learning with 21st century skills for the Japanese language classroom. Journal of Integrated Creative Studies, 1-7. https://doi.org/10.14989/225153
Tashakkori, A., & Teddlie, C. (2003). Major issues and controversies in the use of mixed methods in the social and behavioral sciences. In C. Teddlie & A. Tasbakkori (Eds.), Handbook of Mixed Methods in Social and Behavioral Sciences (pp. 3-50). SAGE. https://dx.doi.org/10.4135/9781506335193
Tashakkori, A., & Teddlie, C. (1998). Mixed Methodology: Combining Qualitative and Quantitative Approaches (Vol. 46). Sage Publications.
Terman, L. M. (1926). Genetic Studies of Genius...: Vol. I. Mental and Physical Traits of a Thousands Gifted Children. Stanford University Press.
Tsiplakides, I., & Keramida, A. (2009). Helping students overcome foreign language speaking anxiety in the English classroom: Theoretical issues and practical recommendations. International Education Studies, 2(4), 39-44.
Verhoeff, T. (1997). The role of competitions in education. Future world: Educating for the 21st century, 1-10.
Vialle, W., & Rogers, K. (2012). Gifted, talented or educationally disadvantaged? The case for including 'giftedness' in teacher education programs. In C. Forlin (Eds.), Future directions for inclusive teacher education: An international perspective (pp. 114-122). Routledge.
Vu, P., & Vu, L. (2012). Teaching English as a foreign language major to gifted students. 3L: The Southeast Asian Journal of English Language Studies, 18(2), 57-66.
West, R. (1994). Needs analysis in language teaching. Language Teaching, 27(1), 1-19. https://doi.org/10.1017/S0261444800007527