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

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.