SITI SALBIAH BINTI SALLEH

880529025100

TOPIC OF RESEARCH PROPOSAL:

THE IMPACT OF SERVICE LEARNING ON SECOND LANGUAGE ANXIETY IN GIFTED

STUDENTS

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CADANGAN UNIVERSITI YANG DIMOHON:

BIL. NAMA UNIVERSITI YANG NAMA JUMLAH

DIPILIH KURSUS/PROGRAM KESELURUHAN

JAM KREDIT

YANG

DITAWARKAN

1 UNIVERSITI PUTRA SARJANA PENDIDIKAN 40

MALAYSIA (UPM)
 SITI SALBIAH BINTI SALLEH
880529025100
HADIAH LATIHAN PERSEKUTUAN SEPARUH MASA/SAMBILAN (HLPS)
LDM 1800- ILMU PENDIDIKAN/PENDIDIKAN KEPERLUAN KHAS/PENDIDIKAN PRA SEKOLAH

1. INTRODUCTION

After Bahasa Malaysia as the country's native language, English has become the second

most important language in Malaysia. The importance of English as a global lingua

franca has long been a major motivating element in language acquisition and use in

Malaysia, particularly as a vehicle for gaining information in science, technology, and

academia. Malaysia recognises the critical need of literacy and English proficiency in

order to access the amount of data accessible and achieve a respectable measure of

success in all professions.

However, English language learners regularly experience and describe feelings such as

fear, worry, nervousness, and anxiety on their path to achieving their desired

competency and communicative skills in the language and these effects are heightened

in gifted learners. This unsettling experience is evident among gifted students in Akademi

Sains Pendang. In some severe cases, fear prevents learners from even attempting to

speak English (what is sometimes referred to as a "mental block" against learning a

language). Subsequently, the language anxiety experienced by these students will affect

their academic performance and social skills in future. Despite performing well in written

tests, these students did not acquire the targeted language’s level of proficiency,

especially in communication.

However, the potential of service learning to alleviate second language anxiety in gifted

students remains largely unexplored. This study seeks to address this gap by examining the

effects of service learning on reducing second language anxiety and promoting a more

positive language learning environment among gifted students. Through a comprehensive

literature review and primary data collection, this research will contribute valuable insights to
 SITI SALBIAH BINTI SALLEH
880529025100
HADIAH LATIHAN PERSEKUTUAN SEPARUH MASA/SAMBILAN (HLPS)
LDM 1800- ILMU PENDIDIKAN/PENDIDIKAN KEPERLUAN KHAS/PENDIDIKAN PRA SEKOLAH
the field of second language education and inform educators and policymakers on effective

strategies to support gifted students in overcoming language anxiety. By understanding how

service learning can positively influence second language anxiety, we can unlock new

opportunities for enhancing language acquisition and fostering the holistic development of

gifted students.

1.1. Scope

The research on the impact of service learning on language anxiety in gifted

students will focus on Akademi Sains Pendang students (Asas 1 - Asas 3) who

exhibit language anxiety in a second language learning context.The research will

involve a quantitative approach, utilising a survey Foreign Language Classroom

Anxiety Scale (FLCAS) by Horwitz et. Al. (1986) to collect data on language

anxiety levels before and after implementing service learning activities. Students

will be exposed to explore and experience the various components of service

learning, such as community engagement, experiential learning, and reflection, to

understand their specific impact on reducing language anxiety in gifted students.

Then, the data gathered will be analysed to identify any significant changes in

language anxiety levels and explore potential factors influencing these changes.

This research is expected to contribute to the existing literature on service learning

and its potential benefits for gifted students, specifically in terms of reducing

language anxiety and promoting their overall language development.

1.2. Problem Statement

 SITI SALBIAH BINTI SALLEH
880529025100
HADIAH LATIHAN PERSEKUTUAN SEPARUH MASA/SAMBILAN (HLPS)
LDM 1800- ILMU PENDIDIKAN/PENDIDIKAN KEPERLUAN KHAS/PENDIDIKAN PRA SEKOLAH
Gifted students often face unique challenges in their educational journey, including

heightened levels of language anxiety when learning a second language and it is

evident during English lessons especially in classroom settings among gifted

students. Some students who exhibit language anxiety tend to be reticent,

mumbling, and struggling to use English in the classroom despite performing well

on the English test, which hinders their learning process and affects their speaking

skills proficiency, which is one of the most important components for English

learning, and has a negative impact on their academic performance. While service

learning has been shown to have positive effects on various aspects of students'

learning experiences, its specific impact on reducing language anxiety in gifted

students remains understudied. Therefore, there is a need to investigate the

potential impact of service learning on language anxiety in gifted students, to

better understand how this innovative approach can empower them and contribute

to their overall language development. By addressing this gap in the literature, this

research aims to provide valuable insights and practical implications for educators

and policymakers working with gifted students, ultimately fostering a supportive

and conducive learning environment for their language acquisition and overall

academic success.

1.3. Objective

The aim of this research is to investigate how service learning activities can

potentially reduce second language anxiety in gifted students. The study also

intends to explore the relationship between engaging in service learning projects

and the levels of language anxiety experienced by gifted students. By conducting

this research, it will provide vital insights into the benefits of service learning as an
 SITI SALBIAH BINTI SALLEH
880529025100
HADIAH LATIHAN PERSEKUTUAN SEPARUH MASA/SAMBILAN (HLPS)
LDM 1800- ILMU PENDIDIKAN/PENDIDIKAN KEPERLUAN KHAS/PENDIDIKAN PRA SEKOLAH
effective technique of reducing language anxiety and improving the overall

learning experience for gifted and talented students.

1.4. CONCEPTUAL FRAMEWORK

This conceptual framework aims to provide a comprehensive understanding of the

impact of service learning on second language anxiety among gifted students and

will be based on these following variables :

1.4.1. Independent Variable: Service Learning Activities

This variable represents the experiential learning opportunities provided to

gifted students, which involve community service project, authentic

language use and real life simulation which integrate the language learning

components and skills such as listening,speaking, reading and writing.This

component also focuses on the implementation of service learning

programs aimed at reducing second language anxiety among gifted

students. Additionally, the role of educators in designing and facilitating

service learning activities will also be considered in this research.

1.4.2. Dependent Variable: Language Anxiety

This variable reflects the degrees of anxiety felt by gifted students at

Akademi Sains Pendang while participating in language learning tasks or

activities.It also looks at the concept of second language anxiety among

gifted kids, as well as the reasons that contribute to it, such as fear of

making mistakes, social pressure, and self-perception. Understanding the

various manifestations and triggers of second language anxiety in gifted

 SITI SALBIAH BINTI SALLEH
880529025100
HADIAH LATIHAN PERSEKUTUAN SEPARUH MASA/SAMBILAN (HLPS)
LDM 1800- ILMU PENDIDIKAN/PENDIDIKAN KEPERLUAN KHAS/PENDIDIKAN PRA SEKOLAH
students is critical for measuring the impact of the condition and discovering

appropriate intervention to cater to the students needs.

1.4.3. Mediating Variables:

1.4.3.1. Self-Efficacy: This variable represents the perception of students

about their own language learning abilities and their belief in their

capability to overcome challenges and succeed.

1.4.3.2. Engagement: This variable reflects the level of active involvement,

interest, and motivation demonstrated by gifted students during

service learning activities.

1.4.3.3. Social Interaction: This variable encompasses the quality and

frequency of interactions among gifted students, peers, and

community members during service learning projects.

1.4.3.4. Reflection: This variable represents the process of thoughtful

consideration and analysis of experiences during service learning

activities, enhancing self-awareness and learning

outcomes.Understanding these mediating factors will provide

insights into the underlying processes through which service learning

impacts language anxiety.

1.5. Moderating Variables:

1.5.1. Giftedness: This variable considers the unique characteristics and abilities

exhibited by gifted students, which may influence their response to service

learning and language anxiety.

1.5.2. Language Proficiency: This variable reflects the students' existing level of

proficiency in the target language, which may affect their language anxiety
 SITI SALBIAH BINTI SALLEH
880529025100
HADIAH LATIHAN PERSEKUTUAN SEPARUH MASA/SAMBILAN (HLPS)
LDM 1800- ILMU PENDIDIKAN/PENDIDIKAN KEPERLUAN KHAS/PENDIDIKAN PRA SEKOLAH
and the impact of service learning. By examining the relationships among

these variables, the research aims to provide a comprehensive

understanding of how service learning activities can potentially influence

language anxiety levels among gifted students.

1.6. Objective

1.6.1. The purpose of this study is to examine the impact of service learning on

gifted students' language anxiety and to provide valuable insights,

particularly about pedagogical practices, that would benefit educators and

policymakers about the potential benefits of incorporating service learning

activities into the curriculum for gifted students.

1.6.2. This study also aims to shed light on the relationship between service

learning and language and how service learning can reduce language

anxiety and improve language learning outcomes.

1.6.3. Another objective is to demonstrate the potential positive impact of such

engagement on language anxiety among gifted students. By fostering

meaningful connections and providing opportunities for gifted students to

apply their language skills in authentic contexts, service learning can instil a

sense of purpose and civic responsibility, contributing to their personal

development and community engagement.

Overall, the research proposal seeks to generate knowledge that can inform

pedagogical practice, language learning interventions, and the social-emotional

well-being of gifted students. By understanding the impact of service learning on

language anxiety, educational environments that support the holistic development

of gifted students can be created and learners will be nurtured to develop

necessary skills to succeed in both academic and real-world settings.

 SITI SALBIAH BINTI SALLEH
880529025100
HADIAH LATIHAN PERSEKUTUAN SEPARUH MASA/SAMBILAN (HLPS)
LDM 1800- ILMU PENDIDIKAN/PENDIDIKAN KEPERLUAN KHAS/PENDIDIKAN PRA SEKOLAH

1.7. Impact

2. Literature review

Service learning is a form of education that combines community service and academic

learning. It allows students to apply their knowledge and skills to real-world situations while

addressing community issues. It is also regarded as a subset of experiential learning (Najah

Nadiah Amran & Hamdi Ishak 2017) and has been deemed as a practical and effective

approach of fostering students' affective and cognitive growth (Iris M. Yob, 2014). Because

service-learning is associated with experiential learning, it has been identified as an effective

teaching-learning strategy because it encourages students to engage in hands-on learning

experiences after acquiring theoretical knowledge during the learning process.Service-learning

has long been considered a potential technique for improving education, with roots dating back

to the late 19th and early 20th centuries. For example, John Dewey, a proponent of service-

learning, believed that students would learn more effectively and become better citizens if they

engaged in community service and incorporated that service into their academic curriculum

(Dewey, 1988). Bradford (2005) also emphasised that service-learning makes learning more

meaningful and increases student motivation, which in turn exposes students to a variety of

perspectives and new experiences that are different from the knowledge gained in the

classroom. Students are also challenged to solve social problems while honing their social

skills. This type of programme would positively impact students, teachers, and communities by

instilling a sense of social responsibility and civic skills such as racial tolerance, teamwork,

leadership and communication skills, and the ability to initiate change in a community (Najah
 SITI SALBIAH BINTI SALLEH
880529025100
HADIAH LATIHAN PERSEKUTUAN SEPARUH MASA/SAMBILAN (HLPS)
LDM 1800- ILMU PENDIDIKAN/PENDIDIKAN KEPERLUAN KHAS/PENDIDIKAN PRA SEKOLAH
Nadiah Amran et.al 2018). Apart from this, service-learning holds great promise for enhancing

cognitive knowledge, intercultural awareness, and language skills by engaging students in

activities that address community needs (Heuser, L., 1999). In terms of language skills,

community-based service-learning naturally complements second language instruction; regular,

meaningful contact with native speakers enhances learners' communicative skills (Thompson,

2012). It has also been shown to improve learners' language skills while promoting critical

thinking, which improves students' ability to relate to others by breaking down social barriers

(Hebert & Hauf, 2015). In addition, service learning focuses on oral and written communication

skills that are later improved through systemic reflection, which distinguishes it from other

volunteer programmes. Undoubtedly, this strategy offers multifaceted benefits to students,

teachers, and society.

Meanwhile, Second Language anxiety is a common phenomenon experienced by language

learners in different contexts and at different levels. It involves feelings of fear, apprehension,

and self-consciousness that individuals may experience when using or learning a language.

Research suggests that language anxiety can negatively impact language learning outcomes,

especially for gifted students who have higher expectations of themselves and face greater

pressure to perform. It is also considered a debilitating factor that discourages learners from

language learning and hinders their academic achievement (Ali, T., & Fei, W., 2016). Other

studies have also demonstrated the existence of an emotive filter, which indicates the

occurrence of a mental block and its potential to impede the application of input that the

students get in the first place (Krashen,1985) and subsequently affect their academic

performance.

However, there are many interventions introduced to alleviate language learners' anxiety,

including creating a supportive and conducive learning environment and combining

 SITI SALBIAH BINTI SALLEH
880529025100
HADIAH LATIHAN PERSEKUTUAN SEPARUH MASA/SAMBILAN (HLPS)
LDM 1800- ILMU PENDIDIKAN/PENDIDIKAN KEPERLUAN KHAS/PENDIDIKAN PRA SEKOLAH
communicative and task-based language teaching approaches( Salehi, M., & Marefat, F.,2014).

These approaches place an emphasis on meaningful and authentic language use rather than

rote memorisation and learners can also develop their language skills in a more relaxed and

natural manner by engaging them in interactive activities, role-playing, and real-life simulations.

The other study by Johnson et al. (2018) examined the effects of service learning interventions

on anxiety reduction in a general student population. The findings indicated a significant

reduction in overall anxiety levels among students engaged in service learning activities. While

this study did not focus on gifted students specifically, it provides a foundation for understanding

the potential impact of service learning on anxiety reduction. Another study by Chen and Chang

(2019) investigated the impact of service learning on language proficiency and anxiety in

English language learners. The results revealed that service learning experiences positively

influenced language proficiency and reduced language anxiety in the participating students.

Although the study did not specifically target gifted students, it suggests that service learning

holds promise as a potential strategy for addressing language anxiety in language learners

Despite the positive impact of service learning on student learning outcomes, particularly by

providing an opportunity to learn a second language in a natural and relaxed setting to reduce

language anxiety, there are few studies on the impact on language anxiety in gifted students,

which is a significant gap in the literature, as understanding the potential correlation between

service learning and language anxiety can help educators design effective language learning

programmes for gifted students. Therefore, the purpose of this study is to examine in depth the

effects of service learning on language anxiety and increasing positive attitudes toward

language learning among this population, which will help to open further doors for future

research, particularly with regard to addressing language anxiety among gifted students.
 SITI SALBIAH BINTI SALLEH
880529025100
HADIAH LATIHAN PERSEKUTUAN SEPARUH MASA/SAMBILAN (HLPS)
LDM 1800- ILMU PENDIDIKAN/PENDIDIKAN KEPERLUAN KHAS/PENDIDIKAN PRA SEKOLAH

3. Methodology:

3.1. Research Design:

The research will employ a mixed-methods approach, combining qualitative and

quantitative data collection and analysis techniques. This approach will provide a

comprehensive understanding of the impact of service learning on language

anxiety among gifted students in Akademi Sains Pendang.

3.2. Participants: Akademi Sains Pendang Asas 1 - Asas 3 students (264 students) will

participate in this study.Averaging in between 13 to 15 years of age, the students

have at least 8 years of English language learning at school.

3.3. Data Collection:

3.3.1. Quantitative Data: A validated language anxiety questionnaire, such as the

Foreign Language Classroom Anxiety Scale (FLCAS) by Horwitz et. Al.

(1986) , will be administered to measure the levels of language anxiety

among the participants. This questionnaire consists of four components

including Communication Anxiety, Fear of Negative Evaluation, Test

Anxiety and Anxiety in English classes.The questionnaire data will be

collected before and after the implementation of service learning activities

to capture any changes in language anxiety levels. This instrument is a self-

report measurement tool, scored on a five-point Likert Scale, ranging from 1

(strongly disagree) to 5 (strongly agree).

3.3.2. Qualitative Data: Semi-structured interviews and focus group discussions or

reflections will be conducted with a subset of participants to gain in-depth

insights into their experiences with service learning and its impact on
 SITI SALBIAH BINTI SALLEH
880529025100
HADIAH LATIHAN PERSEKUTUAN SEPARUH MASA/SAMBILAN (HLPS)
LDM 1800- ILMU PENDIDIKAN/PENDIDIKAN KEPERLUAN KHAS/PENDIDIKAN PRA SEKOLAH
language anxiety. These interviews will allow participants to express their

thoughts, feelings, and perceptions regarding the impact of service learning

on their language anxiety.

3.3.3. Intervention: The Akademi Sains Pendang students will engage in a 8-

weeks structured service learning program that integrates language

learning components. The program will involve community service projects

or activities that provide opportunities for students to apply their language

skills in real-life contexts.

3.3.4. Data Analysis:

3.3.4.1. Quantitative Analysis: The quantitative data collected from the

language anxiety questionnaire will be analyzed using appropriate

statistical techniques, such as paired t-tests or analysis of variance

(ANOVA), to determine any significant changes in language anxiety

levels before and after the service learning intervention.

3.3.4.2. Qualitative Analysis: The qualitative data from interviews and focus

group discussions will be transcribed, coded, and thematically

analyzed. This analysis will identify common themes and patterns

related to the impact of service learning on language anxiety among

gifted students.

3.3.4.3. Ethical Considerations: - The research will adhere to ethical

guidelines, ensuring informed consent, confidentiality, and voluntary

participation of the participants.School’s approval will be sought

before the commencement of the study. By utilizing a mixed-

methods approach, this research aims to provide a comprehensive

understanding of the impact of service learning on language anxiety

 SITI SALBIAH BINTI SALLEH
880529025100
HADIAH LATIHAN PERSEKUTUAN SEPARUH MASA/SAMBILAN (HLPS)
LDM 1800- ILMU PENDIDIKAN/PENDIDIKAN KEPERLUAN KHAS/PENDIDIKAN PRA SEKOLAH
among gifted students. The combination of quantitative and

qualitative data will allow for a multifaceted exploration of the

research topic, providing valuable insights for educators and

policymakers in designing effective interventions to address

language anxiety among gifted students.

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Bradford, M. (2005). Motivating students through project-based service learning. Special

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 SITI SALBIAH BINTI SALLEH
880529025100
HADIAH LATIHAN PERSEKUTUAN SEPARUH MASA/SAMBILAN (HLPS)
LDM 1800- ILMU PENDIDIKAN/PENDIDIKAN KEPERLUAN KHAS/PENDIDIKAN PRA SEKOLAH
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