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The gifted high schools in Vietnam aim to discover and foster talents through high–stake assessments and intensive training. While the intended impact on the nation's development is emphasized, the learners' experience and identity development are hardly discussed. This study examined the identity construction and negotiation of gifted English as Foreign Language learners under the meritocratic influence. Data were collected through narratives of three former gifted learners. The study finds that while gifted institutions expose learners to unique opportunities, it reproduces social stratification as learners' symbolic capital contributes significantly to their academic success, rather than their actual talents alone. The excessive focus on exams reduces the complexity of their learning experience and restricts their identity development. Their outstanding achievements stem from outshining peers on the academic ladder, marking both their exceptional talents and their insecurity in being on the top position, at the expense of their social and psychological wellbeing.
Tran et al. (Tue,) studied this question.