EFFECTIVENESS OF INTEGRATING PROJECT-BASED LEARNING INTO ESP COURSES FOR IMPROVING ESP TEACHING TO IPER (THE INSTITUTE OF PHARMACEUTICAL EDUCATION AND RESEARCH) PHARMACY STUDENTS

Abstract

To find more efficient ways of teaching and learning English, EFL educators have experimented with a variety of instructional techniques over the past ten years, including English for Specific Purposes (ESP). Methods like project-based learning (PBL), cooperative learning (CBL), and outcome-based learning (OBL) have drawn a lot of interest. It is particularly important to look into the advantages and difficulties of these methods in various settings. Therefore, the current exploratory study sought to investigate how students at IPER (The Institute of Pharmaceutical Education and Research)"Pharmacy" course regarded the advantages and drawbacks of integrating PBL into ESP classes (IPER). The learning of English is no longer for its own reason but rather for using the language in a range of circumstances as Pharmacy students integrates into the global economy. Due to this circumstance, ESP courses have been included to the foreign language curricula of institute of pharmaceutical education and research. However, the current conventional approach used in ESP education has been put to the test by the pedagogical trend towards more communicative approaches in language teaching. The inclusion of PBL into present ESP courses is suggested as a solution to the challenges raised above by this paper's examination of the key concerns relating to ESP teaching and learning practice in Uzbekistan. The study's conclusions show that adding PBL to ESP classes provides more advantages for the students than disadvantages.