DESIGNING AUTHENTIC TASKS FOR BUSINESS ENGLISH ESP STUDENTS IN UZBEK UNIVERSITIES: A COMPETENCY-BASED APPROACH

Abstract

The modernization of higher education in Uzbekistan requires closer alignment between university instruction and labor market demands. Within this reform framework, English for Specific Purposes (ESP), particularly Business English, plays a crucial role in preparing students for professional communication in national and international contexts. However, Business English instruction in many Uzbek universities remains predominantly textbook-centered and grammar-focused, limiting students’ communicative and professional readiness. This article proposes a theoretically grounded and context-sensitive framework for designing authentic tasks in Business English courses. Drawing on ESP theory, task-based language teaching, communicative language teaching, and competency-based education, the paper outlines key principles for needs analysis, competency identification, scenario-based task design, integration of authentic materials, and performance-based assessment. The study argues that authentic task design enhances communicative competence, learner autonomy, and professional skills while supporting ongoing educational reforms in Uzbekistan.