This article examines the impact of emotional factors, particularly foreign language anxiety and financial anxiety, on language acquisition within the context of English for Specific Purposes (ESP) instruction. The study was conducted among 156 students of Tashkent State University of Economics using a questionnaire, the Foreign Language Classroom Anxiety Scale (FLCAS), and a financial anxiety scale. The findings reveal a significant positive correlation between financial anxiety and foreign language anxiety, indicating that financial stress negatively affects students’ language learning processes. The results highlight the importance of incorporating emotional and psychological considerations into effective ESP teaching practices.

ESP instruction, foreign language anxiety, financial anxiety, emotional factors, language acquisition, FLCAS.

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