Teaching Academic English to Non-English Majors in Uzbekistan: Challenges, Needs and Pedagogical Adaptations
Alimardon Toshmatov
Abstract. Teaching English to students whose primary field of study falls outside language-related disciplines remains a persistent pedagogical challenge, one that is not fully addressed by general English as a Foreign Language (EFL) frameworks, English for Academic Purposes (EAP), or English for Specific Purposes (ESP) approaches, particularly in transitional higher education contexts. This qualitative exploratory study examines the challenges, learner needs, and instructional adaptations involved in teaching academic English to non-English major students at Fergana State University (FSU), Uzbekistan. Data were generated through semi-structured interviews with eight English instructors and eighteen undergraduate students drawn from the Faculties of Economics, Natural Sciences, and Engineering, supplemented by fourteen classroom observations and document analysis of course syllabi. Reflexive thematic analysis (Braun & Clarke, 2019) yielded four interrelated themes: (1) structural misalignment between general English curricula and discipline-specific language demands; (2) academic vocabulary as a persistent boundary between language instruction and subject-specific content; (3) teacher adaptation as an informal and largely unsupported professional practice; and (4) student motivation shaped by perceptions of instrumental relevance. These findings reveal a systemic gap between policy-driven English instruction and the actual academic needs of non-English major students in Uzbek higher education. The study concludes with evidence-based recommendations for curriculum redesign incorporating EAP and ESP principles, enhanced teacher professional development, and systematic needs analysis as a foundation for course planning.
Keywords: English for Academic Purposes, English for Specific Purposes, non-English majors, EFL pedagogy, needs analysis, Uzbekistan, higher education, curriculum alignment