INTEGRATING MULTIPLE PEDAGOGICAL APPROACHES IN AN ESP COURSE FOR OIL AND GAS PROFESSIONALS: A COURSE DESIGN FRAMEWORK
Abstract
English language proficiency has become increasingly important for oil and gas professionals operating in international contexts, yet ESP course design for this learner group remains underrepresented in Central Asian research. This study documents the design and implementation of an integrated multi-approach ESP course at UzbekNefteGaz (UNG), developed for seven heads of department at the B1+ CEFR level. Four complementary approaches were integrated: the genre-based approach, content-based instruction, problem-based learning, and the case-study method. Data were collected through teacher observation notes, informal verbal feedback, and formative assessment tasks across ten course units. The findings reveal significant improvements in participants’ speaking and writing skills, particularly in professionally relevant tasks. However, fossilized grammatical errors persisted throughout the course despite sustained instruction. The study offers a replicable and adaptable course design framework for ESP practitioners in the oil and gas industry, with particular relevance for Central Asia.
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