UNDERACHIEVEMENT OF GIFTED STUDENTS IN ENGLISH-SPECIALIZED 11TH GRADE CLASSROOM, NGUYEN TRAI HIGH-SCHOOL, HAI DUONG PROVINCE: A CASE STUDY

Abstract

Gifted underachivement has always been an immense intact field in Vietnam’s educational system, which is awaiting educators and teacher-researchers to cultivate in and bring fruitful changes to the wellbeing of their own students. With her deep concerns about this situation, the researcher carried out a study titled “Underachievement of Gifted Students in an English-specialized 11th Grade Classroom, Nguyen Trai High-school, Hai Duong Province: A Case Study”. The aim of this research was to look at the typical characteristics of underachieving English gifted students; the causes of, and solutions for the phenomenon, from the perception of the insiders. The method adopted was multiple-case study, and diary report was chosen as the fundamental data collection instrument. Besides, questionnaire, observation, documentation and interview were employed to triangulate the information from various aspects and hence ensure the validity as well as reliability of the research. The study yielded significant findings in response to the proposed questions. The participants were found to demonstrate giftedness in many aspects, and linguistics was the most significant. However, they possessed a low confidence, low self-efficacy, fear of failure, and maladaptive strategies during the process of studying English. They expected a change in materials and more practice in communicative skills besides grammar and vocabulary. They also hoped to have positive interactions with teachers and peers, in a less stressful or competitive environment. Based on these findings, implications were made for teachers and classroom teaching. Among many, three remedy strategies, namely Supportive, Intrinsic and Remedial were presented in order to help underachievers magnify their potentials and perform better academically as well as personally.