Language anxiety has significantly sparked great concern in the second and foreign language learning world. Researches have found negative correlation between language anxiety and academic achievement of English language learners; and, most of the studies focus on average school students and tertiary level students. This paper, however, explores gifted learners’ English language anxiety in ESL setting, by surveying 119 gifted learners of PERMATApintar National Gifted Center (PpNGC), Universiti Kebangsaan Malaysia, Malaysia. The result shows that gifted learners have certain level of language anxiety in English language setting; that language anxiety negatively correlates withgifted learnes’ English language performance; and that female gifted learners indicate higher language anxiety than males. Finally, this paper provides some insights towards minimizing gifted learners’ language anxiety in English language environment.

In a recent study, the analysis of pressure transient signals could be seen as an accurate and low-cost method for leak and feature detection in water distribution systems. Transient phenomena occurs due to sudden changes in the fluid's propagation in pipelines system caused by rapid pressure and flow fluctuation due to events such as closing and opening valves rapidly or through pump failure. In this paper, the feasibility of the Hilbert-Huang transform (HHT) method/technique in analysing the pressure transient signals in presented and discussed. HHT is a way to decompose a signal into intrinsic mode functions (IMF). However, the advantage of HHT is its difficulty in selecting the suitable IMF for the next data postprocessing method which is Hilbert Transform (HT). This paper reveals that utilizing the application of an integrated kurtosis-based algorithm for a z-filter technique (I-Kaz) to kurtosis ratio (I-Kaz-Kurtosis) allows/contributes to/leads to automatic selection of the IMF that should be used. This technique is demonstrated on a 57.90-meter medium high-density polyethylene (MDPE) pipe installed with a single artificial leak. The analysis results using the I-Kazkurtosis ratio revealed/confirmed that the method can be used as an automatic selection of the IMF although the noise level ratio of the signal is low. Therefore, the I-Kaz-kurtosis ratio method is recommended as a means to implement an automatic selection technique of the IMF for HHT analysis.

Gifted students have unique characteristics and have different ways of thinking and learning. These characteristics affect how they learn a language. This study investigates gifted students’ difficulties in English language learning. Data was gathered using semi structured interview with six gifted students of PERMATA Pintar National Gifted Centre. In this study, interview analysis was used to analyze interview transcripts in order to find gifted language learning difficulties among gifted students. An analysis of responses was done by identifying similarities among six gifted students in terms of area of difficulties, language skills difficulties and also reasons behind their problems. Findings revealed that the common difficulties in English language learning faced by gifted students were related to speaking in English, grammar and lack of vocabulary. Furthermore, all gifted students interviewed perceived that speaking skill is the hardest skill to learn. Such insight into English language learning difficulties is helpful to teachers and educators as it provides useful information for teaching and learning the target language as well as developing the suitable education environment for gifted students to reach their potential in language learning.

This study is a needs analysis that aims to develop a psychosocial module based on a psychoeducation approach in order to strengthen the assertiveness, social skills, and psychological well-being of public university students in Malaysia. The specific objectives of this study were to identify the perceptions of university students on the need to design and build a psychosocial module, identify the constructs that should be included in the phase of designing and building of the psychosocial module as well as the support that has been received and the support that the students desire while on campus. This survey study utilized a questionnaire distributed to a total of 286 first year students studying at three public universities in Malaysia. The data obtained were analyzed by using descriptive statistics. The findings of the study showed a highly positive response from the students toward the development of a psychosocial module and the constructs listed in the questionnaire. Implications from this study can further solidify the constructs that should be included in the design and construction of the psychosocial module as well as identify the availability of the approaches, strategies, and support activities that have been received and desired by the students.

Differentiated instruction has been implemented in classrooms where students who come from various backgrounds require appropriate lessons that are tailored to their varied learning preferences. As the spread of coronavirus 19 (Covid-19) is becoming more rampant, online learning has been lifted up as the main platform of teaching and learning, forcing the need to shift from the conventional face-to-face classroom to online, or virtual, mode of knowledge transfer. Having such global phenomenon affecting education, how does it affect the implementation of differentiated instruction that has been practised regularly by teachers before the wake of Covid-19? Previous studies have shown how it is done in the normal classroom setting, and that the practice of differentiated instruction contributes to students’ motivation as well as academic performance. However, there is a need to explore how do teachers go about with online differentiated instruction and how does it affect the students, since online learning poses various threads to both teachers and students; and thus, one might argue the effectiveness of not only the teaching approach but also the overall teaching and learning outcomes. Borg’s framework of teacher cognition, which has been extensively used in exploring how teachers teach, can be utilized to document the practice of online differentiated instruction. This study aimed to explore the practice of online differentiated instruction by teachers and examined its impact on students’ motivation and academic performance during the Covid-19 outbreak. The participants of this study consists of 247 gifted students from a public school in Malaysia. To meet these aims, this study employed a mixed method research design, utilizing the framework of teacher cognition to explore the teachers’ practice of online differentiated through interviews; and, utilizing a survey design using a questionnaire to determine the impact of online differentiated instruction towards students’ motivation and academic performance. The findings revealed that although online differentiated instruction is feasible, however, appropriate combination of differentiation constructs need to be applied in order to achieve higher motivation and better academic performance among the students.

The use of TikTok for short-form vocabulary instruction has become increasingly prevalent; however, empirical work examining the instructional design of these videos, particularly how multimodal elements are combined to construct vocabulary meaning, remains limited. This study uses qualitative multimodal discourse analysis to investigate how vocabulary meaning is constructed across ten English vocabulary videos (five institutional and five creator-driven). A theoretically informed coding frame was developed to analyse five semiotic modes (linguistic, visual, auditory, embodied, and spatial) through timestamped co-occurrence analysis in ATLAS.ti. The findings suggest that the meaning of vocabulary in these videos is represented through the coordinated orchestration of multiple modes rather than through isolated modal inputs. Patterns of co-occurrence point to recurring configurations consistent with signalling, redundancy, and attentional guidance. Temporal density, defined as the concentration of multimodal cues within brief instructional intervals, emerged as a salient design feature. Creator-driven videos exhibited higher multimodal density and performance convergence than institutional videos. This study contributes to multimodality research by foregrounding temporal orchestration as an important analytic dimension in short-form instructional videos.