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THE CORRELATION OF SPEAKING SELF-EFFICACY, SPEAKING PROFICIENCY
AND GENDER IN ESP CONTEXT
Shikina Aleksandra Aleksandrovna
Bachelor’s degree, Department English Philology, Fergana State University.
Shikina.aleksandra2003@gmail.com
Odiljonova Shirin Isroiljon qizi
Bachelor’s degree, Department English Philology, Fergana State University.
https://doi.org/10.5281/zenodo.15449035
Abstract. This study explores the correlation between speaking self-efficacy, speaking
proficiency, and gender within English for Specific Purposes (ESP) contexts. Drawing from
recent open-source literature, it analyzes how gendered communication norms, sociocultural
expectations, and technology use influence learners’ confidence and oral performance. Findings
reveal that speaking self-efficacy significantly mediates ESP achievement and varies across
genders due to differing levels of anxiety, motivation, and strategic engagement. The study
emphasizes the need for gender-sensitive, learner-centered ESP instruction to support equitable
development of speaking skills, particularly relevant for educational systems such as
Uzbekistan’s.
Keywords: ESP, speaking self-efficacy, speaking proficiency, gender differences, learner
motivation, language anxiety, Uzbekistan.
Introduction
Speaking in an English for Specific Purposes (ESP) context is a multifaceted skill shaped
not only by linguistic knowledge but also by learners’ psychological states and sociocultural
influences. Among the critical factors influencing successful speaking performance are self-
efficacy and gender, which interact with speaking proficiency in complex ways. Self-efficacy,
defined as learners’ beliefs in their own ability to perform specific tasks, significantly affects
how learners approach speaking in English, particularly in professional or academic scenarios
typical of ESP courses. Gender, as a social construct, also plays a role in shaping communicative
behaviors, confidence levels, and exposure to language learning opportunities.
Emerging research highlights that speaking self-efficacy often mediates the relationship
between actual language proficiency and performance outcomes. This mediation is further
nuanced by gender, with male and female learners exhibiting different levels of confidence and
anxiety despite comparable linguistic abilities. The interplay between these variables has crucial
implications for ESP instruction, where context-specific communication is key. Understanding
how self-efficacy and gender intersect with speaking proficiency can help educators develop
inclusive, effective teaching strategies that enhance learner outcomes in specialized domains.
Methodology
The analysis in this paper is based on an examination of existing literature, including
peer-reviewed studies and theoretical frameworks accessible through open-source platforms. The
author synthesized findings from empirical studies conducted by scholars such as Tauchid
(2023), Zhang et al. (2023), and Hao and Fang (2024), integrating qualitative insights and
quantitative modeling results. This literature-based methodology allows for a comprehensive
understanding of the correlations among speaking self-efficacy, proficiency, and gender in ESP
contexts without conducting primary data collection.
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Results
The correlation of speaking self-efficacy, speaking proficiency, and gender in the ESP
(English for Specific Purposes) context is deeply rooted in the evolving dynamics of spoken
communication, which serves as a reflection of cultural, societal, and individual factors. As
Tauchid (2023) emphasizes, spoken language is not merely a linguistic tool but a complex
interplay of verbal and nonverbal communication shaped by societal trends (p. 48). This suggests
that learners’ belief in their speaking abilities (self-efficacy) is not formed in isolation but is
influenced by broader cultural expectations, including gendered communication norms. Research
by Fergus et al. (2022) and Iio et al. (2019), as cited by Tauchid, underscores how gender can
affect both communication styles and perceived competence, leading to varying levels of self-
efficacy between male and female learners (p. 50). This directly impacts their speaking
proficiency, particularly in specialized contexts like ESP, where confidence and precision are
essential.
Speaking self-efficacy plays a pivotal role in learners’ oral performance, especially in
task-oriented ESP scenarios. Tauchid (2023) points out that personalized strategies and tailored
instructional methods are crucial for addressing individual learner needs, including gender-
related differences in communication preferences and learning approaches (p. 50). For instance,
female learners might exhibit higher language anxiety due to sociocultural expectations, leading
to lower self-perception of speaking abilities despite comparable or even superior proficiency
levels. Conversely, male learners might display overconfidence, which can also skew the actual
proficiency outcomes. Studies like those by Du and Quyen (2023) and Sha’Ar and Boonsuk
(2021) affirm that motivation, exposure, and learning environment significantly affect learners’
strategic choices and speaking development, further emphasizing the need for gender-sensitive
approaches in ESP instruction.
Technological tools also play a substantial role in shaping speaking self-efficacy and
proficiency across genders. As highlighted in Tauchid’s (2023) review, tools such as TikTok,
VoiceThread, and MyScene Tube have demonstrated effectiveness in enhancing learners’
confidence and fluency (pp. 51–52). However, gender differences in engagement with these
platforms can influence the outcomes. For example, female learners might prefer collaborative
and expressive platforms like Flipgrid, as Shin and Yunus (2021) observed, whereas male
learners might be more responsive to competitive or task-based digital tools. The variance in
technological interaction reinforces the importance of aligning instructional technology with
learners’ preferences and comfort levels, which are often shaped by gender socialization.
The challenges in authentic assessment and cultural barriers, as reported by Zaim et al.
(2020) and Kaharuddin et al. (2023), further complicate the relationship between self-efficacy,
proficiency, and gender. Tauchid (2023) emphasizes that the absence of context-specific
assessment tools tailored to individual learner profiles can hinder accurate evaluation and
improvement of speaking skills (p. 52). This is particularly problematic in ESP settings where
professional communication is critical. Educators must adopt inclusive methodologies and
authentic assessments that account for gender-based communication tendencies and
psychological barriers. A comprehensive approach to these factors can improve the accuracy of
proficiency and self-assessment for different groups of students, ultimately leading to more
equitable and effective ESP instruction.
The study by Zhang et al. (2023) provides critical insights into how individual differences
such as self-efficacy, speaking proficiency, and gender interact within an English for Specific
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Purposes (ESP) learning context, offering significant implications for ESP instruction and
learner achievement. While English language proficiency has traditionally been prioritized in
EFL settings—especially in China where reading and writing dominate assessments—the shift
towards ESP emphasizes the need for students to develop discipline-specific communication
competencies, including speaking (Zhang et al., 2023, p. 3021). In this regard, speaking self-
efficacy—defined as learners' belief in their ability to effectively communicate in English—
emerges as a central psychological factor influencing speaking proficiency, and ultimately,
academic and professional achievement in ESP contexts.
Zhang et al. (2023) employed structural equation modeling to uncover both direct and
indirect relationships among English proficiency, self-efficacy, motivation, motivational
intensity, and achievement. One of the most notable findings was that speaking self-efficacy has
a strong and significant mediating effect on the relationship between language proficiency and
ESP achievement (p. 3029). Learners with high speaking self-efficacy are more likely to perform
better in ESP tasks not merely because of linguistic capability but due to their confidence in
using English to accomplish professional or academic goals. For instance, students with higher
self-efficacy demonstrated greater motivational intensity, sustained effort, and engagement,
reinforcing the idea that belief in one’s speaking ability contributes to both persistent effort and
successful performance in ESP contexts.
Gender also appears to play a nuanced role in the interplay between self-efficacy and
speaking proficiency. Though the Zhang et al. (2023) study does not explicitly analyze gender as
a primary variable, previous research suggests that gender differences can significantly affect
both self-efficacy and language performance. Studies like those by Fallah (2014) and Feng &
Papi (2020) highlight that female learners often report lower self-efficacy despite equal or better
performance in language tasks compared to males. If gendered perceptions persist in ESP
contexts, they could potentially suppress the speaking confidence of female students, leading to
disparities in engagement, motivational intensity, and eventual performance outcomes.
Therefore, understanding how gender intersects with self-efficacy and speaking proficiency
remains a critical area for ESP course designers.
The correlation between speaking self-efficacy, speaking proficiency, and gender in an
English for Specific Purposes (ESP) context can be effectively interpreted through the
sociocultural framework and Bandura’s (1997) theory of self-efficacy. Hao and Fang (2024)
emphasize that self-efficacy is developed through social interactions and mediated environments,
and that it significantly shapes learners’ language learning outcomes, particularly in speaking,
which is often linked with high anxiety (p. 2). Learners with low speaking self-efficacy may fall
into a cycle of avoidance and underperformance, ultimately weakening their speaking
proficiency (Gan, 2013). As ESP courses typically demand context-specific language production
in professional or academic scenarios, understanding and improving speaking self-efficacy
becomes essential for learners’ communicative competence and confidence.
In their study, Hao and Fang (2024) identify four major sources of self-efficacy: enactive
mastery experience (EME), vicarious experience (VE), verbal persuasion (VP), and
physiological and affective states (PAS) (p. 2). Among these, EME—success in past speaking
experiences—has the most direct influence on speaking self-efficacy. However, research has
revealed discrepancies in the effectiveness of VE and VP, especially in public speaking,
suggesting the need for context-sensitive approaches (Zhang et al., 2020).
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In an ESP context where learners are preparing for real-world professional
communication, it is crucial to promote mastery experiences and reduce anxiety-inducing
factors. Gender may further complicate this dynamic; for example, male learners may exhibit
greater confidence due to sociocultural conditioning, while female learners might report higher
levels of speaking anxiety, affecting their self-efficacy and performance differently (Peura et al.,
2021).
Flipped instruction has been presented as a promising approach to support speaking self-
efficacy in EFL and ESP settings. Unlike traditional classrooms, where passive reception limits
language use, flipped classrooms provide a flexible, student-centered environment where
learners engage in pre-class content and active, in-class speaking tasks (Abeysekera & Dawson,
2015; Strelan et al., 2020). Hao and Fang (2024) found that the flipped instructional model
allows learners to rehearse and internalize content at their own pace, reducing cognitive overload
and anxiety while increasing their opportunities for speaking practice (p. 4). This environment
can enhance learners' sense of competence and autonomy—key components in boosting self-
efficacy. However, Korkmaz and Mirici (2023) caution that flipped instruction does not
automatically reduce anxiety, suggesting that its success is closely tied to learners’ existing self-
efficacy beliefs and the quality of interaction during in-class sessions.
Gender differences in self-efficacy and speaking proficiency remain underexplored in the
flipped ESP context. While Hao and Fang (2024) do not focus specifically on gender, their
findings provide a foundation for hypothesizing how male and female learners might respond
differently to flipped instruction due to variances in socialized confidence levels and speaking
anxiety (p. 6). For instance, male students may benefit more quickly from the independence of
flipped learning, while female students might require more structured verbal encouragement
(VP) and peer modeling (VE) to boost their self-belief. Therefore, ESP practitioners should
adopt differentiated strategies that account for gendered learning experiences—such as pairing
high-efficacy students with low-efficacy peers for peer modeling, and using affective strategies
to alleviate anxiety. A deeper understanding of these gendered patterns is vital for designing
inclusive ESP speaking instruction that cultivates speaking self-efficacy and enhances overall
proficiency.
Discussion
The relationship between speaking self-efficacy and proficiency in ESP contexts is well-
established in the reviewed literature. Zhang et al. (2023) identified a strong mediating role of
self-efficacy between proficiency and achievement, suggesting that learners with high self-
efficacy not only perform better in ESP tasks but also demonstrate higher motivation and
persistence. This indicates that the belief in one’s communicative ability can be as critical as
actual language skills. Tauchid (2023) and Du & Quyen (2023) support this view, emphasizing
that instructional methods tailored to boosting learners’ confidence—such as personalized
feedback and scaffolded speaking tasks—can enhance overall speaking performance in
specialized English settings.
Gender adds an additional layer of complexity to this correlation. Multiple studies cited
in the literature (e.g., Fergus et al., 2022; Feng & Papi, 2020) suggest that while female learners
often perform as well as or better than their male counterparts in language tasks, they tend to
report lower self-efficacy, particularly in speaking. This discrepancy can lead to reduced
participation and higher speaking anxiety in ESP contexts.
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Conversely, male learners may exhibit higher confidence but not necessarily higher
competence, resulting in misalignments between perceived and actual proficiency. These
findings call for more gender-sensitive approaches in curriculum design, such as providing safe
speaking environments and using peer modeling to support less confident learners.
Technology and instructional design play an instrumental role in mediating these
dynamics. Tools like TikTok, VoiceThread, and Flipgrid have shown promise in reducing
speaking anxiety and increasing self-efficacy, particularly when aligned with learners'
preferences. However, gender-based differences in technology usage must be considered. Female
learners may prefer expressive and collaborative platforms, whereas male learners may respond
better to competitive, task-driven interfaces. As Hao and Fang (2024) highlight, approaches such
as flipped instruction can further promote speaking self-efficacy by offering learners greater
autonomy and rehearsal time, though the success of such methods depends heavily on existing
self-efficacy levels and the quality of classroom interaction. Without attending to these gendered
patterns, even well-designed interventions may fall short of their intended impact.
Conclusion
The correlation between speaking self-efficacy, proficiency, and gender in ESP contexts
reflects a broader need to move beyond one-size-fits-all teaching approaches. While language
proficiency remains foundational, learners’ confidence in using English—especially in domain-
specific settings—emerges as a powerful determinant of success. Self-efficacy influences
learners' motivation, engagement, and resilience in facing speaking challenges, and its
development must be a central objective in ESP curriculum design. At the same time, gendered
experiences shape how learners perceive their capabilities and interact with learning tools and
environments, necessitating more differentiated, inclusive strategies.
In the context of Uzbekistan, where ESP programs are increasingly integral to higher
education and vocational training, these findings are especially relevant. As institutions like
TUIT (Tashkent University of Information Technologies) expand their English-language
offerings, it is vital to incorporate practices that boost speaking self-efficacy and address gender-
based disparities. Doing so can foster more equitable educational outcomes, better prepare
students for global communication demands, and enhance the overall effectiveness of ESP
instruction across the country.
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