IMPROVING COMMUNICATIVE COMPETENCE THROUGH TASK-BASED LANGUAGE TEACHING IN DENTISTRY ESP COURSES IN UZBEKISTAN

Abstract

This study investigates the effectiveness of Task-Based Language Teaching (TBLT) in improving communicative competence among dentistry students studying English for Specific Purposes (ESP) at Tashkent State Medical University in Uzbekistan. Traditional language instruction in medical ESP classrooms often emphasizes grammar and vocabulary memorization rather than practical communication skills required in professional medical settings. Therefore, this research explores whether task-based activities such as patient–doctor dialogues, role plays, clinical simulations, and case discussions can enhance students’ speaking abilities and professional communication. The study employed a quasi-experimental research design involving 30 dentistry students with mixed English proficiency levels ranging from A2 to B2 CEFR levels. Data were collected through pre-tests, post-tests, classroom observations, and student questionnaires over a six-week instructional period. The findings demonstrated significant improvement in students’ fluency, confidence, vocabulary usage, and interactional competence. Furthermore, students expressed positive attitudes toward TBLT activities, reporting increased motivation and engagement during ESP lessons. The study concludes that TBLT is an effective pedagogical approach for teaching Medical English in dentistry ESP courses. The findings suggest that integrating authentic communicative tasks into ESP instruction can better prepare students for real-life professional communication in healthcare settings.