Abstract
As the global aviation industry increasingly relies on English for safety and operational efficiency, the demand for qualified Aviation English instructors continues to grow. However, preparing teachers to deliver this highly specialized form of English for Specific Purposes (ESP) poses unique pedagogical and psychological challenges. This study explores the preparedness of TEFL students for teaching Aviation English by examining six interrelated constructs: extrinsic motivation, mastery experience, vicarious experience, anxiety, emotional state, and institutional preparedness. Grounded in Self-Efficacy Theory and Self-Determination Theory, data were collected from 368 TEFL students at two private universities in Almaty, Kazakhstan and analyzed using Structural Equation Modeling. The results revealed that extrinsic motivation significantly enhances mastery experience and reduces anxiety, while institutional preparedness positively predicts both mastery and vicarious experiences. Moreover, mastery experience strongly influences emotional state, which in turn reinforces extrinsic motivation. Anxiety negatively impacts emotional state but is mitigated by institutional support. These findings suggest that both psychological and institutional factors jointly shape teachers’ confidence and readiness for Aviation English instruction. The study highlights the importance of targeted professional development in ESP contexts, especially in non-Anglophone countries.