THE CORRELATION OF SPEAKING SELF-EFFICACY, SPEAKING PROFICIENCY AND GENDER IN ESP CONTEXT

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.