The article analyzes the factors that influence the motivation of female students in learning English in the context of higher education in Uzbekistan. Drawing on the ecological approach to human development and on modern theories of second language motivation, the author groups these factors into three interrelated dimensions: sociocultural (family attitudes, gender role expectations, regional and socioeconomic conditions, availability of female role models), psychological (self-efficacy, foreign language anxiety, attributions of success and failure, the ideal L2 self, willingness to communicate) and pedagogical (the personality and expectations of the teacher, teaching materials, methods, classroom climate, feedback and assessment). It is argued that these factors act not in isolation but as a system in which pedagogical factors can compensate for unfavourable sociocultural and psychological conditions. On this basis, the article outlines the structure of a diagnostic instrument for studying the motivation of female students and identifies the pedagogical factors that the English teacher can purposefully influence.
Factors Affecting the Motivation of Female Students in Learning English: Sociocultural, Psychological and Pedagogical Dimensions
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