Identifying Indicators of Student Giftedness in English as a Foreign Language: a Multiple Case Study
DOI:
https://doi.org/10.52575/2712-7451-2025-44-2-302-316Keywords:
Giftedness, English as a Foreign Language (EFL), Student Motivation, Creativity Indicators, Case StudyAbstract
Giftedness is a complex and multifaceted phenomenon, presenting challenges in identification for educators, parents, and researchers alike. Given that the identification of giftedness is a crucial prerequisite for effectively nurturing individual potential, this study aims to use the previous research data of the authors and to further explore in depth indicators of potential giftedness in the context of English as a foreign language (EFL) through a multiple case study. Drawing on established theories of giftedness, the research involved several months of observation, direct interaction, and detailed note-taking in a mixed-age class of 20 students. These students were attending additional English lessons after school in the form of tutoring. Two students were selected for longitudinal research based on their linguistic abilities, their willingness to participate, and—most importantly—their distinctive differences. Although both exhibited high abilities and creative traits, their school performance and motivation varied. One student showed a strong intrinsic drive to excel, while the other displayed a degree of indifference toward achievement. Key indicators identified included a nonconformist attitude, risk-taking, cognitive flexibility, humor, and originality—elements commonly associated with creative potential. The study underscores the importance of recognizing giftedness beyond traditional academic measures and highlights the role of teacher awareness in fostering students’ potential. This study makes a significant contribution to science and pedagogical practice by broadening the understanding of giftedness within EFL contexts, exploring various indicators of linguistic talent, motivation and creativity. A notable limitation in our study is the absence of project-based activities, which could have further illuminated the students’ creative-productive giftedness. Future research should explore how such indicators manifest in different EFL learning contexts.
Funding
The research was funded by the Ministry of Science, Technological Development and Innovation of the Republic of Serbia, grant number 451-03-137/2025-03/200140.
References
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Список литературы
Bloomberg L.D., Volpe M. 2022. Completing your qualitative dissertation: A road map from beginning to end. SAGE Publications, Inc, 456 p.
Callahan C.M., Renzulli J.S. 1977. The Effectiveness of a Creativity Training Program in the Language Arts. The Gifted Child Quarterly, 21(4): 538–545. DOI:10.1177/001698627702100412
Cohen L., Manion L., Morrison K. 2007. Research Methods in Education. Routledge. DOI: 10.4324/9780203029053
Cross J.R., Cross T.L. 2015. Clinical and Mental Health Issues in Counseling the Gifted Individual. Journal of Counseling & Development, 93(2): 163–172. DOI:10.1002/j.1556-6676.2015.00192.x
Ćirković-Miladinović I. 2024. Zastupljenost afektivnih strategija učenja engleskog jezika kod učitelja i vaspitača. Ur. B. Radić-Bojanić. Jagodina, Fakultet pedagoških nauka u Jagodini, 105 s.
Ćirković-Miladinović I., Jovanović M. 2024. Identifying gifted EFL learners among Serbian students majoring in pre-school teaching. International Journal of Innovative Research in Education, 11(2): 41–52. DOI:10.18844/ijire.v11i2.9479
Gagné F. 1995a. From giftedness to talent: A developmental model and its impact on the language of the field. Roeper Review, 18(2): 103–111. DOI: 10.1080/02783199509553709
Gagné F. 1995b. Hidden meanings of the “talent development” concept. The Educational Forum, 59(4): 350–362. DOI: 10.1080/00131729509335067
Hoge R.D., Renzulli J.S. 1993. Exploring the link between giftedness and self-concept. Review of Educational Research, 63(4): 449–465. DOI: 10.3102/00346543063004449
Košir K., Horvat M., Aram U., Jurinec N. 2015. Is being gifted always an advantage? Peer relations and self-concept of gifted students. High Ability Studies, 27(2): 129–148. DOI: 10.1080/13598139.2015.1108186
Litster K., Roberts J. 2011. The self-concepts and perceived competencies of gifted and non-gifted students: A meta-analysis. Journal of Research in Special Educational Needs, 11(2): 130–140. DOI: 10.1111/j.1471-3802.2010.01166.x
Pfeiffer S.I. 2002. Identifying Gifted and Talented Students. Journal of Applied School Psychology, 19(1): 31–50. DOI: 10.1300/J008v19n01_03
Pfeiffer S.I., Stocking V.B. 2000. Vulnerabilities of Academically Gifted Students. Special Services in the Schools, 16(1-2): 83–93. DOI: 10.1300/J008v16n01_06
Renzulli J.S. 2011. What makes giftedness?: Reexamining a definition. Phi Delta Kappan, 92(8): 81–88. DOI: 10.1177/003172171109200821
Renzulli J.S., Reis S.M. 2004. Identification of Students for Gifted and Talented Programs. Corwin Press, 184 p.
Renzulli J.S., Reis S.M. 2014. The schoolwide Enrichment Model: A how-to guide for talent development. Sourcebooks, 450 p.
Renzulli J.S., Smith L.H., White A.J., Callahan C.M., Hartman R.K., Westberg K.L., Gavin M.K., Reis S.M., Siegle D., Reed R.E. 2021. Scales for Rating the Behavioral Characteristics of Superior Students: Technical and Administration Manual. New York, Routledge, 106 p. DOI: 10.4324/9781003237808
Ševkušić S. 2011. Kvalitativna istraživanja u pedagogiji. Izdavač, Institut za pedagoška istraživanja, 252 s.
Sternberg R.J. 2000. The Theory of Successful Intelligence. Gifted Education International, 15(1), 4–21. DOI: 10.1177/026142940001500103
Sternberg R.J., Clinkerbeard P.R.1995. The triarchic model applied to identifying, teaching, and assessing gifted children. Roeper Review, 17(4): 255–260. DOI: 10.1080/02783199509553677
Sternberg R.J., Kaufman S.B. 2018. Theories and Conceptions of Giftedness. In: Handbook of Giftedness in Children. Ed. S.P. Pfeiffer. Springer, Cham: 29–47. DOI: 10.1007/978-3-319-77004-8_3
Vogl K., Preckel F. 2013. Full-Time Ability Grouping of Gifted Students: Impacts on Social Self-Concept and School-Related Attitudes. Gifted Child Quarterly, 58(1): 51–68. DOI: 10.1177/0016986213513795
Woolfolk A. 2016. Educational Psychology. Pearson Education, 720 p.
Yin R.K. 2018. Case Study Research and Applications: Designs and Methods. SAGE Publications, Inc, 352 p.
Zeidner M., Schleyer E.J. 1999. The effects of educational context on individual difference variables, self-perceptions of giftedness, and school attitudes in gifted adolescents. Journal of Youth and Adolescence, 28(6): 687–703. DOI: 10.1023/a:1021687500828
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