04051001926 English learning needs of students majoring in English in a high school for the gifted in the north of Vietnam = Nhu cầu học tiếng Anh của học sinh chuyên Anh tại một trường THPT chuyên ở phía Bắc Việt Nam
INTRODUCTION
Rationale of the study
In today's interconnected world, individual development relies on societal cohesion, with language serving as a crucial tool for bringing individuals and communities together Language facilitates information exchange and learning, fostering development English has emerged as a global common language, playing a significant role worldwide, particularly in language and teaching fields.
English language learning is driven by diverse motivations, ranging from enhancing communication skills and cultural immersion to advancing career prospects and academic pursuits like studying abroad The purposes and approaches to learning English are as varied as the individuals undertaking the journey.
In Vietnam, besides formal training schools, there are also gifted schools (MOET,
Giftedness now encompasses exceptional achievements across intellectual, physical, and cultural domains, reflecting evolving societal views Vialle and Rogers (2012) define giftedness as remarkable potential or outstanding performance in intellectual, academic, creative, leadership, or visual/performing arts domains Specialized schools must train excellent students in specific subjects, including English, where students often study and take exams in English English majors in gifted schools have clearer needs and expectations for English learning compared to regular high school students (Nguyen, 2021).
Despite efforts to identify gifted learners, appropriate instructional programming is lacking (Cao, Jung & Lee, 2017), and the limited research on their needs hinders effective instruction (Jung, 2013).
Gifted education in Vietnam, despite government investment and international success, faces challenges due to a lack of clearly defined purpose and a comprehensive national program The absence of standardized curricula and teacher training for gifted education raises concerns about meeting the learning needs of talented students in Vietnam Educators and policymakers have acknowledged these issues, with some questioning the continuation of gifted education.
In foreign language learning, needs and wants significantly shape learners' attitudes and outcomes (Bernat & Gvozdenko, 2005) Recognizing the distinct needs of gifted English language students, this paper, "English learning needs of students majoring in English in a high school for the gifted in the North of Vietnam," investigates the specific demands and needs of these students in Vietnam.
Aims and objectives
This study investigates the English language learning desires of gifted students in northern Vietnam, focusing on their needs in English proficiency, teaching methods, learning activities, and environment It aims to understand these students' perspectives within an intense learning environment and explore teachers' perceptions of their students' needs The research seeks to contribute to English teaching and learning in gifted schools and high schools by addressing the identified needs and aspirations of gifted students.
Research questions
Within the framework as well as the objectives and the rationale of this study, it aims to answer the following questions:
(1) What are the English gifted students’ needs in learning English in a gifted high school?
1.1 What are the gifted students’ needs in English proficiency?
1.2 What are the gifted students’ needs in English learning methods and environment?
(2) What do teachers think English gifted students need to study in a gifted high school?
Methods of the study
Data collection involved interviews for interpretable insights into gifted students' learning needs and current English proficiency, questionnaires via Google Forms to analyze students' specific wants, and document analysis, ensuring a comprehensive approach compliant with SEO best practices.
Document analysis, involving syllabus, lesson plans, textbooks, and student assignments, employs both qualitative and quantitative methods to confirm learning needs identified through interviews and questionnaires.
Scope of the study
This study was conducted at a specialized high school in Northern Vietnam, chosen for its accessibility in gathering data about the needs of gifted students The participants included 210 gifted high school students from grades 10, 11, and 12, along with 10 English teachers who work with these students A questionnaire was administered to the 210 students, while the ten teachers were interviewed to clarify responses and gather additional insights into the needs of the gifted students.
Significance of the study
This study enhances learning methods to meet the needs of gifted students in English teaching in Vietnam and contributes to the limited literature on gifted EFL students in the Vietnamese context It assesses the capacity and goals of foreign language learning for gifted high school students, providing comments and research methods on effective teaching methods The study has essential implications for developing assessment methods, curriculum, materials, and instructional designs, leading to the comprehensive construction of Vietnamese education.
Organization of the thesis
This research is structured around main headings, excluding abstracts, references, and appendices, and is specifically organized into five key chapters.
Chapter 1 - INTRODUCTION – This initial part highlights the reasons for choosing the topic which includes a brief review of gifted education in Vietnamese context, and the importance of identifying learning needs of gifted students, along with the objectives of the research, research methods, scale of the research, and how to conduct the research
CHAPTER 2 - LITERATURE REVIEW – In this section, the theoretical basis for research is provided, including the definition of needs for English language learning and teaching, types of needs, the current situation of gifted education in Vietnam, characteristics of gifted students, as well as some relevant conceptions of what and how to teach in English language teaching
Chapter 3 – RESEARCH METHODOLOGY - This section presents the methodology used in the research including research methodology, instruments, procedure of sampling, data collection and data analysis
Chapter 4 - DATA ANALYSIS AND FINDINGS – This part summarizes the data collected and discusses the results of the study
CHAPTER 5 - CONCLUSION – This final section summarizes the main issues presented in the research, and at the same time proposes implications for further research and practice, as well as acknowledges the limitations of the current study.
LITERATURE REVIEW
Needs analysis in foreign language education
Need analysis is the process of gathering data to inform curriculum development and instructional design tailored to specific language learners (Iwai, 1999) It is a crucial first step in developing effective training programs (Bleich, 2018) and helps companies determine the necessary training and duration to enhance employee effectiveness (Morrison, 2020) Munby's (1978) Communication Requirements Processor (CNP) is a well-known method for determining the needs of language learners.
Needs analysis is crucial for tailoring language curricula to meet specific student needs While formal needs analysis is relatively new, effective teachers have always assessed student requirements informally Fundamentally, needs analysis involves gathering data to determine students' existing knowledge and identify areas for development.
Needs assessment, as defined by Richards, Platt, and Weber (1985), is the process of identifying and prioritizing a learner's language requirements This process uses both subjective and objective data, including surveys, tests, interviews, and observations, to gather comprehensive information.
Learner needs, identified through subjective and objective data, are central to language learning, while needs assessment is the process of pinpointing essential elements for achieving a specific goal.
"defensible purpose" is crucial in this larger definition This concept is appealing because it indicates that isolated requirements must be defendable and serve a single, legitimate goal
This study evaluates the English language learning and teaching needs of gifted students in Vietnam, drawing upon the theories of Munby (1978), Hutchinson & Waters (1987), Titcomand (2000), and Morrison (2020) Need analysis, as defined here, involves identifying and evaluating specific demands in English learning, particularly for academic purposes and overall proficiency (Richards, 2001, p.51) Determined needs inform the creation of goals, objectives, assessments, resources, lesson plans, and evaluation techniques, while also serving to refine the initial needs assessment.
In an era of constrained human resources and heightened societal accountability, the field of foreign language education faces increasing pressure to demonstrate effectiveness Schools and teachers must prioritize understanding learner needs as a critical factor in ensuring the quality and relevance of the learning experience.
Long (2005) emphasizes the necessity of needs analysis in language education, asserting that programs lacking specific student group considerations are often ineffective Just as medical interventions require comprehensive diagnoses, successful language learning curricula depend on thorough needs analysis.
While needs analyses are conducted in universities globally, they predominantly focus on identifying learners' lacks and learning needs Other scholars emphasize the necessity of needs analysis, yet their discussions remain largely conceptual.
Recent studies indicate a gap in understanding EFL learners' specific needs within their disciplines in Vietnamese upper secondary education This paper investigates learners' perceptions of their English needs and the factors influencing their needs analyses, addressing the scarcity of research in this area The study aims to illuminate the extent to which learners understand their target needs, considering Long's (2005) argument that learners often lack awareness of target university tasks and necessary language skills due to limited experience This article will demonstrate target needs analysis, incorporating both objective and subjective needs.
Several key approaches have been developed to conduct needs analysis, including the sociolinguistic model, the systemic approach, the learner-centered approach, and the task-based approach These models provide frameworks for understanding and addressing specific needs in various contexts.
Munby's sociolinguistic model (1978) defines content for purpose-specific language programs by examining social domains like cultural norms and communication situations Sociolinguistics studies how society influences language use and how language variations reflect social groups, overlapping with language sociology and closely relating to pragmatics and linguistic anthropology (Jack & Richard, 2010).
Target communication needs are identified through detailed studies, encompassing communicative events, functional domains, medium, mode, communication channel, setting, communicators, dialect, attitude, tone, subject content, and required English proficiency This detailed profile forms the foundation for syllabus development and adaptation However, the model has been critiqued for being unworkable, rigid, complicated, time-consuming, and for excluding learners' emotional needs and perceptions.
The systems approach, a research method rooted in system theory, is utilized across various scientific disciplines, including Sociolinguistics Richterich and Chancerel (1980) introduced a systemic method for assessing the needs of adult foreign language learners, collecting data from students, educational institutions, employers, and sponsoring organizations throughout the course.
The "systems approach" is an analytical technique that holistically views complex systems, emphasizing understanding complexity without oversimplification This approach avoids isolating components, defines organizational-level features, and uses models to conceptualize complexity Pragmatism is essential when determining the system's space-time scales and limitations.
In sociolinguistics, the systemic approach emphasizes analyzing social topics from multifaceted perspectives due to the interdependence of system components This model suggests that gifted students' needs should be thoroughly investigated before and after a course, incorporating insights from students, teachers, and administrators However, overreliance on learners' perceptions, disregarding real-world demands, and students' unclear goals are significant shortcomings of this approach.
Learning needs of gifted students in Vietnam
2.2.1 The concept of gifted students in the world
There are many interpretations by researchers or research centers about the term
Gifted students exhibit advanced aptitude compared to their peers, necessitating specialized educational support to fully develop their exceptional cognitive abilities.
Gifted and talented students demonstrate exceptional abilities across various domains recognized by the U.S federal classification, as highlighted in Johnsen's (2018) practical guide.
Gifted and talented students demonstrate high capabilities in intellectual, creative, artistic, or leadership areas, or in specific academic fields These students require specialized services and activities beyond the standard school curriculum to fully develop their potential.
Giftedness, as defined by the National Association for Gifted Students, includes those with exceptional aptitude or competence in one or more disciplines, placing them in the top 10% or rarer This ability or talent development is a lifetime process, with early signs including exceptional test performance and rapid learning As individuals mature, high levels of motivation and achievement become dominant indicators of giftedness, influenced by various factors that can either promote or hinder the growth and expression of abilities.
Hong Kong schools should implement a gifted education policy, as suggested by The Education Commission Report No 4 (1990), utilizing a broad definition of giftedness that incorporates multiple criteria to identify children with exceptional potential in various areas.
• A high degree of measurable intelligence;
• Specialized subject-area academic aptitude;
• Exceptional talent in the visual and performing arts;
• Psychomotor ability - exceptional talent or inventiveness in sports, mechanical skills, or other disciplines requiring fine or gross motor coordination
Singapore's Gifted Education Programme (GEP), established in 1984 for upper primary students (ages 10-12), requires passing a rigorous examination in Primary 3 for entry, accepting only 1% of the cohort annually, which has inspired similar special learning environments worldwide.
Gifted individuals often demonstrate above-average academic achievement, a strong love of learning, and exceptional perseverance, setting them apart from their peers, as noted by Pfeiffer.
(2012) The Davidson (2021) research shows that gifted children often exhibit the following traits:
• Being able to understand stuff that is several grade levels above what their age-related peers can understand
• Surprisingly mature emotional awareness and depth for one so young
• Enthusiastic about specialized subjects and hobbies
• Enthusiastic about specialized subjects and hobbies that are eccentric or adult
• Inventiveness and the ability to solve problems creatively
• Information is easily absorbed, requiring little repetition
• Mindful of oneself, others, and challenges across the world
Talented students often display high aptitude, originality, and work dedication, mastering course content faster and learning independently These students may exhibit multipotentiality or perfectionism, indicating unique social-emotional dimensions Consequently, talented EFL students may have distinct learning needs, and failure to address these needs can lead to decreased motivation and achievement Gifted education, encompassing specialized services and strategies, is essential to meet the unique requirements of these students.
In Vietnam, gifted students are identified through special schools at the upper secondary level, as defined by Clause 1, Article 62 of the Education Law 2019, focusing on developing aptitudes in specific subjects while ensuring a comprehensive general education This approach aims to cultivate talent and meet the country's developmental needs by nurturing students who excel within the existing curriculum.
Gifted EFL programs select students based on English, Vietnamese literature, and Mathematics test scores, with advanced English scores weighted double, according to the Ministry of Education and Training (2014) Admission requires strong performance in all subjects, not just English These students are academically gifted, demonstrating exceptional performance, as defined by Pfeiffer (2012).
Vietnam's curriculum development still favors subject-based knowledge over modern approaches like individualized or problem-based learning The focus on specialized disciplines, supporting only a few university subjects, questions the ability of these institutions to provide the nation with high-quality human resources.
2.2.4 Meeting the needs of gifted students in Vietnam
Special programs for gifted EFL high school students in Vietnam began around 50 years ago with the establishment of the first foreign language specialized high school in 1969 Despite this long history, programs and curriculums for gifted EFL students remain under-researched, both internationally and within Vietnam.
With regards to the need to learn foreign languages of gifted students in Vietnam,
Dr Do Tuan Minh, Rector of the University of Foreign Languages - VNU, emphasizes that foreign language acquisition is a growing trend, attracting students from diverse fields Mastering a foreign language significantly enhances job prospects, particularly for those seeking international careers or higher salaries Recognizing the importance of English, high school students in specialized schools are increasingly focused on achieving fluency for effective communication.
In Vietnam, gifted education programs are autonomously constructed by schools or instructors due to the absence of a nationwide implementation plan, as noted by MOET (2014) Furthermore, there's a lack of official teacher training programs for those instructing gifted English as a Foreign Language (EFL) students The absence of clear output level guidance based on the CEFR for gifted high school students, coupled with limited research on their specific learning needs, indicates that the educational requirements of gifted EFL students may not be effectively met due to the lack of standardized training and unified curricula.
Gifted students in Vietnam exhibit strong academic aptitude, particularly in English, with learning needs that differ from non-gifted students These needs are not fully understood despite a long history of gifted education in the country The absence of standardized training and unified curricula suggests that the educational needs of gifted EFL students may be insufficiently met.
Defining what to teach in English language teaching
To address research question 2, a clear insight into the definition of English language teaching is necessary It is also important to consider the methods that teachers apply in teaching and assessing gifted high school students based on the CEFR framework.
2.3.1.1 English for academic specific purposes
English for Academic Specific Purposes (ESP) is defined by Strevens (1988) through absolute and variable characteristics The absolute characteristics include being designed for specific learner needs, related to specific specializations, focused on appropriate language, and distinct from general English Variable characteristics include restriction to specific skills and the absence of a pre-established teaching system.
Robinson (1991) defines ESP by its goal-oriented nature and reliance on needs analysis to pinpoint specific English language tasks This approach emphasizes the importance of needs analysis, aligning with Hutchinson and Waters (1987) ESP courses typically involve adult learners with shared professional backgrounds, focusing on achieving specific objectives within a limited timeframe.
English for Academic Purposes (EAP) and English for Occupational Purposes (EOP) constitute the core of ESP EAP's increasing popularity is attributed to the high number of international students in British and American colleges Universities provide EAP courses to help students meet the English language proficiency standards required for admission Many students studying EAP aspire to pursue education in English-speaking countries.
The surge in foreign investment in Vietnam presents both opportunities and challenges for its future workforce, particularly students Consequently, the demand for specialized English communication skills in professional settings has grown substantially.
Communicative language competence emphasizes learning linguistic structure and vocabulary, enabling individuals to use language for specific tasks like arguing or persuading within a social environment.
The communicative language teaching approach, as defined by Richards (2001), emphasizes communicative competence as the ultimate goal of language acquisition Hymes (1972) introduced the term "communicative competence," highlighting the importance of grammatical skills and the ability to apply them in diverse communicative situations, enabling individuals to effectively participate in and evaluate speech acts and events.
Communicative language competence, as theorized by Bagarić and Mihaljević (2007), is dynamic, interpersonal, and relative, highlighting its fluid and context-dependent nature.
Communicative language competence is a crucial aspect of language education, encompassing both mother tongue and foreign language skills The CEFR serves as a widely recognized international standard for describing language ability.
The Common European Framework of Reference for Languages (CEFR) establishes a standardized foundation for language syllabi, curriculum guidelines, examinations, and textbooks throughout Europe It defines the essential knowledge and skills language learners need to effectively communicate and function in a new language.
The CEFR, established in 2014, defines language proficiency across six levels, from A1 (beginner) to C2 (proficient), facilitating a clear understanding of language skills for teachers and learners This framework enables employers and educational institutions to easily compare language qualifications internationally (Cambridge, 2022) It provides a practical guide for language learners, outlining the necessary skills for effective foreign language use.
Table 2.1 Reference the CEFR scale for each certificate type
In Vietnam, a government project aims to enhance employees' English proficiency to CEFR standards by 2025, facilitating global integration.
To enhance global integration, strategic training initiatives will target improving foreign language proficiency among cadres and civil servants Specifically, these programs aim to benefit 50% of central-level personnel, prioritizing leaders and those under 40, and 25% of provincial and district-level staff, focusing on managers under 40, to foster effective international communication and collaboration.
• 60% of officials and 50% of officials holding leadership and management positions have achieved level 4 foreign language (equivalent to a B2 certificate in English)
• 20% of commune cadres and civil servants and 15% of commune leaders and managers under 40 years of age have attained Level 3 foreign language proficiency (equivalent to B1 English certificate) (VIVIAN,
According to the “Specialized curriculum for High school for the gifted” (MOET,
Foreign-language education in Vietnam, guided by the Common European Framework of Reference for Languages (CEFR), aims for gifted high school students to achieve a B2+ level of English proficiency (MOET, 2009) The CEFR framework, with its "can-do" descriptions, serves as the foundation for addressing the needs of gifted students It outlines the steps in foreign language acquisition by competence and sub-competence, using descriptors applicable across languages Derived from international global scales, the CEFR distinguishes five communication skills—listening, reading, spoken interaction, spoken production, and writing—graded on a six-level scale (A1-C2).
2.3.2 Pedagogies and methodologies in language acquisition
Teaching English is a global concern, extending beyond simple information transfer Key areas in English Language Teaching (ELT) implementation include classroom management, methodology, learners, and the social context (Hall, 2017) Significant advancements have occurred in both teaching and learning methodologies From the 19th century to the present, language acquisition approaches have evolved, encompassing methods such as grammar translation, the natural approach, the direct method, Situational Language Teaching (SLT), constructive analysis, the audio-lingual method, Total Physical Response (TPR), student-centered learning, the communicative approach, the interactive approach, and Computer Assisted Language Learning (CALL) (Lin & Warschauer, 2011).
Relevant studies on gifted students’ needs
Kaimuddin's 1999 thesis highlighted the challenges gifted high school students face in advanced technical English, revealing that mastering this subject enables them to effectively navigate real-world scenarios.
Prachanant (2013) in her journal article entitled “Needs Analysis on English
A study on language use among 40 high school students highlighted the vital role of needs analysis in developing English proficiency Speaking was identified as the most important skill, followed by listening, reading, and writing Key functions of English use included giving information, providing services, and offering help Common problems encountered were inappropriate word choice, inadequate vocabulary, and a lack of grammar knowledge.
Studies indicate a strong awareness among students of the importance of English language skills for their future careers and to meet labor market demands Research consistently demonstrates that English proficiency is crucial in the workplace, with a significant need for language competencies to accomplish specific tasks.
A 2015 study at the University of Klaipeda found that a significant majority (95%) of students majoring in English, particularly specialized English, are driven by the necessity of English for their future careers and a desire to improve their overall proficiency.
Gifted students in Vietnam are trained according to general education standards, focusing on self-development through learning outcomes, as highlighted in the Vietnam Journal of Educational Sciences (2022) Surveys reveal specific needs of these students.
Specialized schools attract students seeking intensive programs to develop their subject-specific aptitudes, aligning with the schools' core mission A significant portion of students choose these institutions for their competitive environment, fostering growth among talented peers Prospective students actively seek information about a school's culture, traditions, and extracurricular activities, indicating these factors are as crucial as academics.
Gifted students actively engage in school extracurriculars, yet show limited interest in daily sports and arts, with 33.5% "almost never" participating in artistic activities, potentially due to time constraints from intensive specialized subjects and a curriculum lacking arts-related content.
Research indicates that gifted high-school students in Vietnam face a unique situation, particularly concerning their IQ and EQ; however, the inaccessibility of the primary research data prevents a thorough reliability and validity assessment of these findings.
A study by Vu (2012) at a specialized high school in Hanoi explored gifted EFL students' perceptions of an English-language program's effectiveness, focusing on language skill development and career preparation Overall, students expressed satisfaction with the program's quality and its perceived benefits for future academic and professional pursuits However, the study did not identify specific student needs, desires, or the underlying reasons for their satisfaction, highlighting an area for further investigation.
Limited research exists on the specific language needs, skills, and optimal learning environments for gifted English students, as well as teacher perceptions of these students, which motivates further research to address these gaps and improve educational outcomes.
This chapter underscores the critical role of learner needs investigation, specifically focusing on the unique needs of Vietnamese gifted high school students A review and evaluation of various learner needs analysis models were conducted to pinpoint the most suitable framework for gifted EFL students Methodologies, challenges in English language teaching, and the CEFR framework were highlighted to address the research questions, paving the way for the presentation of identification methodologies and strategies in the subsequent chapter.
RESEARCH METHODOLOGY
Settings of the study
The study took place at a specialized public high school in northern Vietnam, admitting students through a rigorous entrance exam focusing on advanced English proficiency Mirroring other gifted high schools, class sizes are capped at 35 students, and the research occurred during the second academic semester English majors receive approximately 11 hours of instruction weekly, delivered by non-native English teachers using a standardized curriculum.
Sampling and participations
The study focuses on two key participant groups: 10 English teachers in Vietnam holding at least a bachelor's degree in ELT, and gifted students admitted to specialized English classes in a high school for the gifted in northern Vietnam via entrance examination.
The study, conducted in two phases, initially involved 210 English major students aged 15-18 from a local high school for the gifted, focusing on [insert specific focus of the research for SEO].
A survey was conducted with a homogenous group of students, predominantly female (approximately 75%), to assess their English learning needs Participants were selected from various grades and classes, showing no significant differences among them, and all participants were invited to complete a questionnaire focusing on their specific requirements for English language acquisition.
In the second phase, in which the researcher conducted semi-structured interviews,
Experienced English teachers (n=10) with at least three years of experience teaching gifted high school students were interviewed to understand their perceptions of students’ learning needs, ensuring alignment with student survey participants All teachers held a minimum C1 proficiency level and five possessed a master's degree, suggesting a strong understanding of their students To maintain confidentiality, teachers are identified as T1-T10.
Participant Years of teaching gifted students
Years of managing gifted classes
Data collection
To address research issues, a mixed-methods design was employed, integrating quantitative and qualitative data This approach allows researchers to leverage the strengths of both methods and triangulate findings Combining quantitative and qualitative methods offers a more comprehensive understanding.
& Caracelli, 1997; Tashakkori & Teddlie, 1998; Creswell & Plano, 2012)
Questionnaires are used to gather quantitative data regarding teachers' perceptions, as they are a primary tool for data collection in research Semi-structured interviews are conducted to gain qualitative insights into the English learning needs of gifted high school students.
The figure below is the flowchart of the mixed-method research process, which is also known as the graphic design of the study:
Figure 3.1 Flowchart of the mixed-method research process
The quantitative approach systematically studies quantitative properties, phenomena, and their relationships Questionnaires are a common method for collecting data on attitudes and opinions from large groups.
Sharing the same idea, Dornyei (2007) states questionnaires’ results would ensure a large number of responses in a short period of time as well as the generalization of the study
The questionnaire was chosen to directly gather information about the learning needs of gifted students, focusing on their priorities, purposes, and school-related needs Designed based on a literature review, the questionnaire underwent two pilot rounds to ensure reliability and validity Feedback from a supervisor and two high school teachers was incorporated to refine the questionnaire before its final version was created.
The questionnaire starts by introducing the research title and purpose, emphasizing data confidentiality and the importance of participant cooperation It is divided into three sections (A to C), each designed to explore different domains of students’ learning needs A four-point Likert-type scale was used in all three sections (A, B, and C) to gather responses.
In the Learning Priorities sub-scale, students rate the importance of various English components and skills using a 4-point Likert scale, ranging from "not important at all" to "very important".
Section B of the survey identifies sub-skill priorities across writing, listening, reading, and speaking, utilizing a 4-point Likert scale to gauge importance, aligning with the CEFR framework (B2-C2) to understand students' learning objectives and needs for each sub-skill.
Section C of the survey delves into students' needs regarding methodology, assessment, learning styles, and opportunities for out-of-class activities Students rate their agreement with nine items on a 4-point Likert scale, ranging from strongly disagree to strongly agree, to indicate their perceptions of these aspects of their school environment This section also explores materials, teachers, time allocation, and the frequency of English learning in class.
The frameworks used to build the questionnaires are listed in Table 3.2
Table 3.2 The frameworks used in the questionnaires
Learning priorities (in general) A Kaharuddin et al (2014)
Gillet (2015) Kaewpet (2016) Elsaid Mohammed & Nur (2018) MOET
Hutchinson & Waters (1987) Fleming and Mills (1992) Nunan (2013)
Reis and Renzulli (2010) Neihart and Teo (2015) MOET
Qualitative research, as Kvale (1996) notes, delves into the behaviors, motivations, and intentions driving research subjects In-depth interviews facilitate a reconstruction of past events and predictions about the future Face-to-face interviews were employed to identify teachers’ perceptions of their gifted students' needs, addressing themes from student questionnaires, such as learning priorities and school-related needs.
To address the research question, a structured interview protocol was developed, based on Khanza (2015), featuring seven key questions and unstructured follow-ups to ensure comprehensive data collection from teachers Each question incorporated probes like "why" or "how" to elicit detailed responses The interview protocol was piloted with a participant to ensure clarity and intelligibility (Barriball & While, 1994; Baumbusch,).
Following a pilot test in 2010, adjustments were made to the questions, including rearranging and reformulating them, to ensure their applicability (Krauss et al., 2009; Chenail, 2011) and enhance their ability to elicit a wide range of teacher perceptions and experiences (Barriball & While, 1994; Chenail, 2011).
There were 10 interviewees participating in semi-structured interviews Interviews were also tape-recorded, with full permission and consent from the participants, to ensure that important information was not omitted
Before conducting the survey, the researcher obtained consent from both the head teachers of six English classes in a high school for gifted students and the students themselves, ensuring ethical data collection.
Data collection involved distributing a Google Forms survey link to potential student participants, who were provided with clear instructions and encouraged to seek clarifications from the researcher via email to ensure accurate and comprehensive responses.
Data collection, involving 210 responses via Google Forms, was directly exported to Excel and then imported into SPSS (Version 20.0) for analysis, followed by a process evaluation report Due to mandatory completion, the response rate was 100%, ensuring no missing values, which streamlined the subsequent analytical procedures.
An overview of different steps in quantitative method used and expected outcomes are provided in Figure 3.2
• Step 1: Contact: The researcher made contact with 10 teachers to confirm their agreement on semi-structured interviews After that, detailed information about time and place for interviews was provided
• Step 2: Interview: The interview with each teacher was conducted face-to- face but separately and recorded to support data analysis Each interview was about
15 to 20 minutes Note-taking was also utilized during the interviews and might be used for further analysis if any errors occurred with the recordings
• Step 3: Collect data: After having interviewed the teacher, the recording and the notes were transcribed for data, which was ready to be analyzed
Details of the research procedure and expected outcomes are presented in Figure 3.3 below:
Data analysis methods
To ensure data quality, the researcher meticulously screened completed questionnaires for completeness, clarity, and relevance to the research questions Following this rigorous review, data from 210 surveys were systematically analyzed and synthesized, aligning with the questionnaire's structure to extract meaningful insights.
SPSS version 20.0 was used to analyze questionnaire data, focusing on descriptive statistics, including mean score and standard deviation, and assessment of scale reliability.
Descriptive statistics quantitatively summarizes information, employing methods like frequency tables, graphs, and calculations to highlight group characteristics Mean (M) represents the collected data's most representative single value Standard deviation (SD) measures confidence in statistical conclusions; a low SD indicates values close to the mean, while a high SD indicates a wider spread.
& Murray, 2010) In the current quantitative component, the descriptive statistics using M and SD were adopted to summarize distinctive features of the data set
Reliability, at its core, indicates the consistency of a measurement Assessing scale reliability is particularly crucial for multi-item measures, ensuring that all items consistently reflect the same underlying construct Cronbach's alpha is the most frequently employed method for reliability assessment.
To ensure the reliability of Likert-type scales, calculating and reporting Cronbach's alpha coefficient is essential for internal consistency (\& Dennick, 2011; Gliem, 2003) Therefore, this research employed Cronbach's alpha to assess the reliability of the questionnaire survey, adhering to accepted guidelines for interpreting internal consistency (George \& Mallery, 2003).
Cronbach’s alpha Internal Consistency α ≥0.9 Excellent
It is essential to have “Cronbach’s alpha” value equal or greater than 0.7 and
For a reliable questionnaire, each item should have a "Corrected Item-Total Correlation" of 0.3 or higher; values below this threshold may warrant removal of the item, and a target Cronbach's alpha of 0.80 is considered a reasonable goal for overall reliability.
Thematic content analysis, a foundational qualitative method, will be used to analyze teacher interviews, grouping participant voices into central themes of meaning, according to Anderson (2007) This approach allows for investigating common viewpoints based on direct experiences related to the research questions, as noted by Hsieh & Shannon (2005) Data selection will focus on responses pertinent to answering the second research question, ensuring an in-depth and relevant analysis.
Accordingly, this type of data analysis was conducted following thematic analysis of Braun and Clarke (2017), which provides six steps to implement systematically in research
Thematic analysis in research involves several key steps: initial data familiarization and coding, followed by theme searching through code analysis and connection identification Subsequently, themes are refined and mapped to the overall study, leading to definition, naming, and report production Codes are collated to identify patterns, establishing themes prevalent among participants, which are then reviewed alongside quotations to explain quantitative survey results Finally, interview findings are compared with questionnaire data to provide a comprehensive understanding.
This study employed a mixed-methods approach, involving 10 high school teachers and 210 English-majoring students from a gifted high school in northern Vietnam, to investigate gifted students' learning needs A questionnaire survey was administered to the students to identify their learning needs from their perspectives Semi-structured interviews were conducted with the teachers to explore their perceptions of the students' learning needs Thematic analysis was used to analyze the interview data, and the findings were compared with the survey results to identify commonalities and patterns.