Developing Linguocognitive Competence in ESP through a TPACK- Based Integrative Digital Methodology: A Multi-Site Quasi- Experimental Study in Uzbekistan

Abstract

Background: English for Specific Purposes (ESP) courses for non-philology students often
focus on terminology and grammar but pay little attention to students’ ability to think with
professional concepts in a foreign language.
Purpose: This study proposed a five-criterion model of linguocognitive competence and
evaluated a methodology for developing it that integrates technological, pedagogical and content
knowledge (TPACK), a staged sequence of receptive, productive and creative tasks, structured
reflection and AI-supported digital tools.
Method: A quasi-experimental pre-test–post-test design with a non-equivalent control group was
conducted with 320 applied psychology students at three pedagogical universities in Uzbekistan
(experimental group n = 162; control group n = 158). Linguistic, cognitive, professional-
communicative, technological and creative-reflective competence were assessed with
performance tasks and an analytic rubric.
Results: The groups were equivalent at baseline (χ²(2) ≤ 0.44, V ≤ 0.04). At the post-test, the
experimental group outperformed the control group on all criteria (χ²(2) = 44.67–54.01, p <
0.001, Cramér’s V = 0.37–0.41). Between 77.8% and 79.0% of experimental students reached at
least the intermediate level, compared with 38.6–41.1% of control students (Mantel–Haenszel
OR = 5.01–5.99), with no heterogeneity across institutions.
Conclusion: ESP instruction can develop linguocognitive competence when tasks progress from
understanding to creating, every lesson includes reflection, and digital and AI tools are selected
for specific learning activities under teacher guidance.