Introduction
Language anxiety has been widely studied in the field of second language acquisition, with strengths being associated with academic performance. While previous studies have focused on typical students, this research investigates language anxiety among gifted students at the PERMATApintar centre of the National University of Malaysia, assessing its relationship with English language performance. The central hypothesis is that despite their high cognitive competence, gifted students may experience significant levels of language anxiety, especially in oral production contexts.
Methodology
The study analyzed 119 gifted students, aged between 15 and 16 years, all fluent in English as a second language and with at least nine years of academic experience in the target language. The Foreign Language Classroom Anxiety Scale (FLCAS), a validated instrument for measuring language anxiety, was used. The scale contains 33 items distributed in four dimensions: communicative apprehension, fear of negative evaluation, test-related anxiety, and anxiety in the English classroom. The data were statistically analyzed using SPSS 20, applying demonstration tests and media comparison tests across genres to determine associations between anxiety and academic performance.
Results
The results revealed that gifted students in PERMATApintar presented a moderate level of language anxiety, with an overall mean of less than 3.00 on the Likert scale, but that they are not generally anxious. However, individual differences were observed, with some students demonstrating high levels of communicative comprehension and fear of negative evaluation.
A gender analysis revealed that female students reached higher levels of anxiety than male students, although without statistical significance (p>0.05). Furthermore, a significant negative correlation was identified between language anxiety and academic performance in English (r=-0.295; p<0.01), confirming that high levels of anxiety are associated with limited performance. The impact was more pronounced in the dimension of communicative apprehension (r=-0.227; p<0.05), showing that difficulties in oral interaction can be a critical factor for language acquisition.
Discussion
The results corroborate the literature suggesting a debilitating relationship between language anxiety and second language acquisition, extending this evidence to the context of gifted students. The autonomous and introspective nature of many gifted students may contribute to less exposure to oral communication, aggravating the anxiety associated with using language in interactive situations. This finding is consistent with previous studies indicating that oral communication generates greater anxiety than other language skills.
Furthermore, the study suggests that language anxiety may compromise not only formal academic performance but also communicative proficiency in English, a critical factor for academic and professional integration in a globalized world. The educational implications highlight the need for pedagogical approaches that promote less anxiety-provoking environments and foster confidence in oral communication among gifted students.
Conclusion
Language anxiety among gifted students represents a relevant factor for effective English language acquisition, especially with regard to oral production. Pedagogical strategies should be adjusted to minimize the debilitating effects of this anxiety, promoting methodologies that encourage spontaneous language use in a safe and non-judgmental environment. Future research could explore specific instructions to mitigate communicative anxiety and improve second language learning among gifted students.
Reference:
KAMARULZAMAN, Mohd Hasrul; IBRAHIM, Noraniza; YUNUS, Melor MD; ISHAK, Noriah Mohd. Language Anxiety among Gifted Students in Malaysia . English Language Teaching , v. 6, n. 3, pp. 20-35, 2013. DOI : 10.5539 /elt.v6n3p20 . Available at: https ://www .ccsenet .org /journal /index .php /elt /article /view /23876 . Accessed on: [access data].
