EMOTIONAL FACTOR, LEARNER AUTONOMY, AND GENDER-SPECIFIC ATTITUDES IN THE ESL CLASSROOM

Аннотация

In ESL (English as a Second Language) classrooms, students' learning outcomes and attitudes are profoundly influenced by their emotional experiences, perceptions of autonomy, and gender-specific factors. This articl examines the role of emotions and learning autonomy in shaping high school students' engagement, motivation, and self-confidence in ESL contexts, with particular attention to gender differences. The findings suggest that female students, while generally less confident in their language abilities compared to male students, demonstrate greater independence in learning and rely less on teacher approval. In contrast, male students, although more self-assured, tend to depend more on teacher support. The article also addresses teachers' roles, emphasizing the importance of strategies that promote learner autonomy while accommodating the unique emotional needs of both male and female students. The study’s implications highlight the need for psychological and gender-responsive methods in ESL instruction to strengthen students’ emotional resilience and foster autonomous learning. Keywords: Emotions, learning autonomy, ESL, gender-specific attitudes, English language teaching. ЭМОЦИОНАЛЬНЫЙ ФАКТОР, АВТОНОМИЯ УЧАЩЕГОСЯ И ГЕНДЕРНО- СПЕЦИФИЧЕСКИЕ УСТАНОВКИ В КЛАССЕ ESL Аннотация. В классах ESL (английский как второй язык) результаты обучения и установки учащихся находятся под сильным влиянием их эмоционального опыта, восприятия автономии и гендерно-специфических факторов. В этой статье рассматривается роль эмоций и учебной автономии в формировании вовлеченности, мотивации и уверенности в себе учащихся старших классов в контексте ESL, с особым вниманием к гендерным различиям. Результаты показывают, что учащиеся женского пола, хотя в целом менее уверены в своих языковых способностях по сравнению с учащимися мужского пола, демонстрируют большую независимость в обучении и меньше полагаются на одобрение учителя. Напротив, учащиеся мужского пола, хотя и более уверены в себе, как правило, больше зависят от поддержки учителя. В статье также рассматриваются роли учителей, подчеркивая важность стратегий, которые способствуют автономии учащихся, при этом учитывая уникальные эмоциональные потребности как учащихся мужского, так и женского пола. Выводы исследования 810 ResearchBib IF-2023: 11.01, ISSN: 3030-3753, Valume 1 Issue 10 подчеркивают необходимость психологических и гендерно-чувствительных методов в обучении ESL для укрепления эмоциональной устойчивости учащихся и содействия автономному обучению. Ключевые слова: эмоции, автономия в обучении, английский как второй язык, гендерно-специфические установки, преподавание английского языка. 1. Introduction Understanding how emotions, learning autonomy, and gender-specific attitudes shape students' experiences in the ESL (English as a Second Language) classroom is essential for improving learning outcomes. Research shows that emotions like anxiety, confidence, and motivation play a central role in academic success. According to Pekrun's (2007) Control-Value Theory of Achievement Emotions, these emotions are influenced by students' sense of control and the importance they attach to tasks, which directly impact their motivation and engagement in language learning. This theory aligns with the work of Schutz and Pekrun (2007), who found that emotional experiences in language classrooms significantly influence cognitive processes and, ultimately, academic success.Motivation and learner autonomy also play a crucial role. Dörnyei’s (2005) research highlights the importance of fostering self-regulation and goal-setting in language learners, demonstrating that students who take more responsibility for their learning tend to achieve better results. Yet, autonomy can manifest differently among male and female students. Studies on gender differences in learning strategies, such as those by Tran (2010) and Oxford (1990), suggest that female students often adopt more interactive, social strategies, while male students might lean towards independent or analytical approaches, shaping how they engage with language learning.Anxiety is another factor deeply intertwined with gendered attitudes. Additionally, Engagement and Autonomy in L2 Learning which is the research on Chinese high school students found that a positive classroom environment supports learner autonomy .Female students often had a better understanding of learning goals than males, suggesting that gender- sensitive approaches may benefit student autonomy. (Zhao and Young , 2022).Howe's (1997) classroom observation studies suggest that teachers may unconsciously favor one gender, impacting students' emotional comfort and confidence, and thus their autonomy. Without realizing it, teachers might reinforce gender-specific behaviors that influence students’ reliance on teacher feedback and their independence in learning.Collectively, these findings underscore the need for ESL teachers to adopt gender-sensitive, autonomy-supportive