THE ROLE OF MOTIVATION AND EMOTIONAL SUPPORT IN ENGLISH LANGUAGE

Abstract

Motivation and emotional well-being are important psychological factors influencing the process and outcomes of foreign language learning. For students with disabilities, these factors may become particularly significant because learning difficulties, communication barriers, limited social interaction, and previous negative educational experiences can affect their confidence and willingness to participate in language learning activities. This paper examines the role of motivation and emotional support in English language learning among students with disabilities. Particular attention is paid to intrinsic motivation, learner autonomy, self-confidence, foreign language anxiety, and supportive teacher–student relationships. The study is based on an analysis of psychological and pedagogical literature concerning language learning motivation, inclusive education, and the emotional dimensions of learning. The analysis suggests that a supportive educational environment can contribute to students’ sense of competence, autonomy, and belonging. Positive feedback, achievable learning goals, individualized tasks, emotional encouragement, and opportunities for meaningful communication may help students overcome anxiety and become more actively engaged in English language learning. The paper argues that psychological support should be considered an integral component of inclusive English language education rather than an additional element of the teaching process.