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EMOTIONAL FACTOR, LEARNER AUTONOMY, AND GENDER-SPECIFIC
ATTITUDES IN THE ESL CLASSROOM
Sulaymonova Gulbahor Umar qizi
Samarkand State Institute of Foreign Languages
https://doi.org/10.5281/zenodo.14539454
Abstract. 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
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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 teaching strategies that
acknowledge students’ unique emotional and motivational needs. By drawing on these insights,
educators can create learning environments that encourage all students to develop resilience,
independence, and a positive relationship with language learning.
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2 Theoretical background
2.1 Pekrun's (2007) Control-Value Theory of Achievement Emotions explains how
students' feelings in academic contexts are shaped by their perception of control over their learning
and the significance they attach to their academic tasks. This theory categorizes achievement
emotions—emotions felt during the learning process—according to their impact on motivation and
performance. Positive emotions, such as enjoyment and pride, boost motivation and enhance
learning, while negative emotions, including anxiety and boredom, can diminish motivation and
negatively affect performance.
The theory focuses on two main dimensions: perceived control and perceived value.
Perceived control pertains to an individual's belief in their ability to influence outcomes; when
students feel a high degree of control, they are more likely to experience positive emotions,
whereas a low sense of control can lead to feelings of anxiety and frustration. On the other hand,
perceived value refers to how important students find their tasks; tasks viewed as valuable tend to
elicit positive emotions, while those seen as insignificant may result in indifference or negative
feelings.
This theory has important implications for education, as it underscores the importance of
creating classroom environments that enhance students’ sense of control and the value they place
on learning activities. By doing so, educators can promote more positive emotional experiences,
foster greater motivation, and improve overall academic performance.
2.2 Zoltán Dörnyei’s “The Psychology of the Language Learner: Individual Differences in
Second Language Acquisition” focuses on synthesizing existing research rather than offering new
empirical findings. This theoretical framework incorporates various studies from psychology and
second language acquisition (SLA) to explore the individual differences that exist among language
learners.
The primary research emphasis is on individual differences, examining how various learner
traits—including motivation, personality, anxiety, self-esteem, and learning strategies—affect
language acquisition outcomes. Dörnyei highlights the diversity among learners and stresses the
importance of addressing these differences within educational settings. He draws on psychological
theories, particularly those related to motivation, to develop a thorough understanding of how these
factors shape second language acquisition. The book reviews several models and frameworks,
including Gardner’s socio-educational model and self-determination theory, to place individual
differences within the context of SLA.
A key contribution of Dörnyei’s work is the L2 Motivational Self System, which is
comprised of three elements: the Ideal L2 Self, which reflects learners' aspirations and goals
regarding their language skills; the Ought-to L2 Self, which relates to the learners’ perceptions of
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the qualities they should possess to meet external expectations; and the L2 Learning Experience,
which encompasses factors associated with the actual learning process, such as the classroom
setting and teacher support. Additionally, Dörnyei examines the impact of affective factors, such
as anxiety and motivation, on learning, suggesting that a deeper understanding of these elements
can assist educators in fostering a more supportive and effective learning environment.
The text also investigates the various strategies that learners apply according to their unique
characteristics, advocating that effective language instruction should cater to diverse learner
strategies. Dörnyei conducts an extensive review of literature from SLA and psychology,
analyzing empirical studies, theoretical articles, and models to construct a holistic understanding
of individual differences in language learning. The book includes examples and case studies that
demonstrate how theoretical concepts can be applied in practice, effectively connecting research
to real-world teaching situations.
Dörnyei’s work emphasizes the necessity for additional empirical studies to further
investigate the complexities of individual differences in SLA. He advocates for research that
examines the interactions between various individual difference factors, explores the influence of
cultural and contextual elements on language learning motivation, and evaluates the effectiveness
of teaching strategies aimed at accommodating individual differences.
2.3 Tran, L. T. (2010), in "Learning Strategies and Language Proficiency: The Mediating
Role of Motivation," examines the connections between learning strategies, language proficiency,
and motivation within the framework of educational research. Tran analyzes various learning
strategies that language learners employ and investigates how these strategies relate to their overall
proficiency in the language. A key focus of the study is the exploration of motivation as a
mediating factor that influences the effectiveness of different learning strategies on language
proficiency. Tran argues that a deeper understanding of how learning strategies and motivation
interact can help educators create more effective teaching methods and support systems tailored
to individual learners' needs. The research generally employs quantitative methods, such as
surveys and assessments, to gather data on learners' proficiency levels and the strategies they
apply.
In her influential work, "Language Learning Strategies: What Every Teacher Should
Know," Oxford, R. L. (1990) provides essential insights into the role of learning strategies in
acquiring a new language. Oxford presents a detailed framework for understanding these
strategies, dividing them into direct strategies (including memory, cognitive, and compensation
strategies) and indirect strategies (like metacognitive, affective, and social strategies). The book
highlights the importance of teaching learners to recognize and effectively use these strategies in
their language studies, asserting that those who possess the right strategies can achieve greater
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independence and success. A significant aspect of Oxford's work is the practical guidance offered
to teachers on how to integrate strategy training into their teaching practices, which includes
fostering awareness among learners about various strategies and encouraging their use in different
contexts. Oxford supports her arguments with empirical research and theoretical insights regarding
the benefits of strategy-based instruction in language learning.
In summary, both Tran (2010) and Oxford (1990) make significant contributions to
understanding language learning strategies and their effects on language acquisition. Tran focuses
on the influence of motivation in enhancing the effectiveness of these strategies, while Oxford
provides a thorough framework for categorizing and teaching them, thereby promoting learner
autonomy and proficiency. Together, their works highlight the importance of strategic and
motivational factors in language education.
2.4 Zhao, Y., and Young, S. (2022) investigate the roles of engagement and autonomy in
second language (L2) learning in their work titled "Engagement and Autonomy in L2 Learning."
They focus on how these two factors are interconnected and their impact on language learning
outcomes, emphasizing the importance of creating an environment that fosters both engagement
and autonomy among learners, which is vital for achieving proficiency in a second language.
The authors define engagement as the active participation of learners in the learning
process, which includes cognitive, emotional, and behavioral aspects. They reference various
models to demonstrate how engagement appears in L2 learning contexts. In contrast, autonomy
refers to the learners’ capacity to manage their own learning by making decisions about what, how,
and when to learn. Zhao and Young discuss different theoretical perspectives on autonomy and
stress the significance of self-directed learning.
They argue that engagement and autonomy are interrelated; increased learner autonomy
often enhances engagement, while engaged learners are more likely to develop autonomy. The
authors explain that when learners have autonomy, they feel a sense of ownership and
responsibility for their education, which in turn boosts their engagement. They also examine the
pivotal role that teachers play in promoting engagement and autonomy, emphasizing the necessity
for educators to cultivate supportive learning environments that facilitate learner autonomy
through options, relevance, and collaboration.
Furthermore, Zhao and Young analyze how various educational settings—whether formal,
informal, or digital—affect the development of engagement and autonomy in language learners.
They provide practical recommendations for language teachers, suggesting ways to enhance
learner engagement and autonomy, such as incorporating technology into lessons, enabling
personalized learning experiences, and creating opportunities for collaborative learning. They
encourage instructors to design activities that allow learners to make choices about their learning
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paths, thereby strengthening both engagement and autonomy.
Using a mixed-methods approach, Zhao and Young gather quantitative and qualitative data
to investigate the connections between engagement, autonomy, and L2 learning outcomes,
utilizing tools such as surveys, interviews, and classroom observations to collect insights from
both learners and teachers. Their study highlights the essential roles of engagement and autonomy
in L2 learning, indicating that understanding the relationship between these factors can help
educators more effectively support learners in reaching language proficiency. Their findings stress
the importance of instructional strategies that not only engage students but also empower them to
take charge of their own learning experiences, which is crucial for fostering effective and
meaningful language acquisition.
2.5 Colin Howe's 1997 research explores gender bias in classroom settings through
observational studies, revealing that teachers may unconsciously favor one gender, which can
significantly affect students' emotional comfort, confidence, and autonomy.
In his investigation, Howe observed various classrooms to analyze the interactions between
teachers and students, particularly focusing on gender dynamics and potential biases. His findings
indicate that teachers might not be aware of their favoritism towards a specific gender, which can
manifest in various ways, such as providing more attention, praise, or support to students of that
gender. As a result, students who do not receive this favoritism may feel undervalued and
unsupported, leading to emotional discomfort and a perception of being less capable or deserving
of attention.
This emotional discomfort can greatly influence students' confidence; those who feel
overlooked may become reluctant to participate actively in discussions or classroom activities.
The interplay between emotional comfort, confidence, and autonomy is critical, as Howe suggests
that when students lack confidence due to perceived bias, their sense of autonomy also decreases.
Consequently, they may be less inclined to take initiative in their learning, seek assistance, or
engage in self-directed activities.
Howe stresses the importance of teacher awareness regarding gender dynamics in the
classroom, urging educators to recognize their biases and cultivate an inclusive environment where
all students feel equally valued. To promote equity, he suggests strategies such as engaging in self-
reflection, implementing structured group activities to ensure balanced participation, and offering
professional development programs that educate teachers on the effects of gender bias on student
experiences.
His observational studies involved systematically monitoring classroom interactions over
time, with a focus on how teachers engaged with students of different genders. The research
collected data on verbal and non-verbal cues, levels of engagement, and overall classroom
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dynamics. The significance of Howe's findings lies in their ability to highlight the impact of teacher
biases on student experiences, emphasizing the necessity for educators to create supportive
learning environments that enhance emotional well-being, confidence, and autonomy for all
students.
In summary, Colin Howe’s 1997 classroom observation studies offer valuable insights into
the unconscious gender biases present in educational settings. By examining the effects of these
biases on students' emotional comfort, confidence, and autonomy, the research calls for heightened
awareness and proactive measures from educators to develop inclusive classrooms where every
student can succeed. For a comprehensive understanding of the methodologies and findings,
consulting the original study is recommended, as it provides additional context and examples.
3 Methodology
3.1 Conceptual framework and theoretical analysis
Pekrun's theory is based on a conceptual framework that categorizes achievement emotions
experienced by students during learning, focusing on two key dimensions: perceived control and
perceived value. The study primarily involves theoretical analysis rather than empirical data
collection, exploring how these dimensions influence students' emotional experiences, motivation,
and academic performance.
3.2 Dörnyei’s research emphasizes the synthesis of existing studies in psychology and
second language acquisition (SLA) to create a comprehensive theoretical framework regarding
individual differences in language learning. He utilizes key psychological theories and models,
including Gardner’s socio-educational model and self-determination theory, to elucidate how
different learner traits affect language acquisition. Furthermore, the text features practical
examples and case studies that illustrate the application of these theoretical concepts in educational
contexts.
3.3 Tran (2010) uses quantitative surveys and assessments to explore how motivation
mediates the relationship between learning strategies and language proficiency, collecting data on
learners’ proficiency and strategy use. Oxford (1990) provides a theoretical framework for
language learning strategies, dividing them into direct and indirect types, supported by empirical
research and offering practical guidelines for teachers to incorporate these strategies into
instruction.
3.4 Zhao and Young (2022) employ a mixed-methods approach, utilizing surveys,
interviews, and classroom observations to examine the relationship between engagement,
autonomy, and L2 learning outcomes. Their research gathers insights from both students and
teachers for a comprehensive understanding of these factors in language learning.
3.5 Howe conducted observational studies in various classroom settings to analyze teacher-
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student interactions with a focus on gender dynamics. He systematically monitored verbal and
non-verbal cues, levels of engagement, and overall classroom dynamics over time to identify any
patterns of favoritism toward a specific gender.
4 Results
4.1 The results indicate that emotions significantly impact learning outcomes. Positive
emotions, such as enjoyment and pride, boost motivation and enhance learning, while negative
emotions, including anxiety and boredom, diminish motivation and negatively affect performance.
Furthermore, the dimensions of control and value play a crucial role in this dynamic. A high sense
of perceived control is correlated with positive emotional experiences, whereas a low sense of
control is linked to feelings of anxiety and frustration.
4.2 Dörnyei highlights the impact of individual learner traits—such as motivation,
personality, anxiety, self-esteem, and learning strategies—on language acquisition, underscoring
learner diversity. He introduces the L2 Motivational Self System, which comprises the Ideal L2
Self (aspirations and goals), the Ought-to L2 Self (external expectations), and the L2 Learning
Experience (influences from the learning environment). Dörnyei emphasizes the role of emotions
like anxiety and motivation in learning, stressing the need for supportive environments, and
advocates for diverse learning strategies to meet individual learner needs effectively.
4.3 Tran (2010) shows that motivation significantly enhances the effectiveness of learning
strategies on language proficiency, with motivated learners better utilizing strategies to improve
their skills. Oxford (1990) provides a structured approach to language strategies, illustrating that
effective strategy use fosters learner autonomy and improves outcomes by helping learners choose
methods suited to various contexts.
4.4 The study reveals a close link between engagement and autonomy in L2 learning, where
increased autonomy enhances engagement, and high engagement fosters autonomy. When learners
feel responsible for their education, their motivation and participation increase. The research also
emphasizes the teacher's role in promoting both engagement and autonomy through supportive
and flexible learning environments.
4.5The research revealed that teachers may unconsciously favor one gender, leading to
unequal attention, praise, and support. Students who do not receive this favoritism often experience
emotional discomfort, resulting in decreased confidence and a reduced sense of autonomy. This
lack of confidence may discourage active participation in discussions and learning activities.
5 Conclusions
5.1The theory highlights the significance of developing educational environments that
enhance students’ perceived control and the value they assign to learning tasks. By cultivating
such environments, educators can promote positive emotional experiences, foster greater
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motivation, and ultimately improve overall academic performance.
5.2Dörnyei’s work calls for more empirical research to explore interactions among
individual differences in SLA, particularly considering cultural and contextual influences on
language learning motivation. He highlights the importance of developing teaching strategies that
address these differences to create more effective and supportive learning environments tailored
to diverse learner traits.
5.3 Tran and Oxford both stress that motivation and strategic awareness are crucial in
language learning. Tran highlights the need to support motivation when teaching strategies, while
Oxford emphasizes strategy training for learner autonomy and success. Together, they underscore
the role of motivation and strategy in effective language acquisition.
5.4 Zhao and Young conclude that engagement and autonomy are crucial for successful L2
learning. They stress the need for instructional strategies that promote active participation and
independent choices. The study suggests using technology, personalized learning, and
collaboration to enhance these factors, ultimately improving language proficiency. The authors
recommend designing activities that empower students to take ownership of their learning,
fostering greater engagement and autonomy in language acquisition.
5.5Howe stresses the need for teachers to recognize their biases and create inclusive
environments where all students feel valued. He recommends self-reflection, structured group
activities for balanced participation, and professional development on gender bias. His findings
highlight the importance of fostering supportive learning environments that promote emotional
well-being, confidence, and autonomy for every student.
REFERENCES
1.
Pekrun's Control-Value Theory of Achievement Emotions Pekrun, R. (2007). The impact of
emotions on learning and achievement: Towards a theory of cognitive-motivational
mediators.https://link.springer.com/book/10.1007/978-1-4020-6269-9.
SpringerLink
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Emotions and Academic Success.
2.
Dörnyei’s Work on Motivation and Learner Autonomy Dörnyei, Z. (2005). The Psychology
of the Language Learner: Individual Differences in Second Language Acquisition.
https://books.google.com/books?id=Ht_TaWqNdD8C.Google Books - The Psychology of
the Language Learner
3.
Gender Differences in Language Learning Strategies (Tran, 2010; Oxford, 1990) Tran, T.
(2010). Gender differences in the use of language learning strategies: A study of Vietnamese
university
students.
https://www.researchgate.net/publication/234037188_Gender_differences_in_the_use_of_l
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anguage_learning_strategies_A_study_of_Vietnamese_university_students. ResearchGate -
Gender Differences in Language Learning Strategies
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Oxford, R. L. (1990). Language Learning Strategies: What Every Teacher Should Know.
https://books.google.com/books?id=K3izx-45pI4C.Google Books - Language Learning
Strategies
5.
Horwitz’s Foreign Language Classroom Anxiety Scale (FLCAS) Horwitz, E. K., Horwitz,
M. B., & Cope, J. (1986). Foreign Language Classroom Anxiety. The Modern Language
Journal.
https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1540-
4781.1986.tb05256.x.Wiley Online Library - Foreign Language Classroom Anxiety
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Guiora's Work on Empathy and Affective Factors Guiora, A. Z. (1983). The role of affect in
language
learning:
Empathy
and
the
teacher-student
relationship.
https://www.jstor.org/stable/3585963. JSTOR - Empathy and Language Learning
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Howe's Classroom Observations on Gender Differentiation Howe, C. (1997). Gender and
Classroom
Interaction:
A
Longitudinal
Study
of
Children's
Learning.
https://books.google.com/books?id=kD3raShJcDwC
. Google Books - Gender and
Classroom Interaction
8.
Emotion and Cognition Research (Schutz & Pekrun, 2007) Schutz, P. A., & Pekrun, R.
(2007). Emotion in Education.
https://books.google.com/books?id=8ITK04m6Gx0C
Google Books - Emotion in Education
9.
Frontiers in Psychology - This link provides details on various studies in educational
psychology, including those on learner autonomy, teacher support, and task orientation in
language learning contexts.
https://www.frontiersin.org/journals/psychology
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Read by QxMD - You may access summaries of research articles on this platform, including
those
related
to
classroom
environment
influences
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student
autonomy.
https://read.qxmd.com
