Abstract
Language anxiety has significantly sparked great concern in the second and foreign language learning world. Researches have found negative correlation between language anxiety and academic achievement of English language learners; and, most of the studies focus on average school students and tertiary level students. This paper, however, explores gifted learners’ English language anxiety in ESL setting, by surveying 119 gifted learners of PERMATApintar National Gifted Center (PpNGC), Universiti Kebangsaan Malaysia, Malaysia. The result shows that gifted learners have certain level of language anxiety in English language setting; that language anxiety negatively correlates withgifted learnes’ English language performance; and that female gifted learners indicate higher language anxiety than males. Finally, this paper provides some insights towards minimizing gifted learners’ language anxiety in English language environment.
Highlights
To most students, excellent academic results are what matter the most
The present study found that gifted students of PERMATApintar National Gifted Center (PpNGC) had certain level of English language anxiety
This study revealed that there was no significant gender difference in English language anxiety demonstrated by the gifted students of PpNGC
Summary
Excellent academic results are what matter the most. Examination results reveal certain levels of mastery of a particular field. There are occasions where students were found to be reserved in classroom, or mumbling, stuttering or struggling to speak These feelings, generally described as anxiety, apprehension, or even nervousness are displayed by language leaners, can be seen in any language classroom. These can contribute to a rather detrimental effect on the communicative achievement of the target language. It was believed that the gifted students of PpNGC experienced certain level of language anxiety despite their good performance in tests This is intriguing since most studies on language anxiety revealed its debilitating effect on academic achievement. This study is just an initial step prior to in-depth exploration into English speaking ability of PpNGC gifted students
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