KURS ISHI

INTRODUCTION The necessity of developing writing skills for English for Specific Purposes (ESP) students in Uzbekistan is underscored by the nation's ambitious economic development goals and increasing integration into global markets. For instance, the volume of foreign direct investment in Uzbekistan reached $9.8 billion in 2023, representing a 5.6% increase compared to 2022, primarily driven by sectors requiring highly skilled professionals with strong English communication abilities [1]. Furthermore, the IT services export from Uzbekistan reached $300 million in 2023, demonstrating a 300% growth over the past three years, with a target of $5 billion by 2030, a goal heavily reliant on a workforce proficient in professional English, especially in written communication for international collaboration, documentation, and project management [2]. Despite these evident national priorities and growth trajectories, significant challenges persist in adequately preparing ESP students for the writing demands of their respective professional fields. Many graduates struggle with producing well-structured reports, proposals, or emails that meet international professional standards, leading to inefficiencies and missed opportunities in global partnerships. The current curriculum often emphasizes general English proficiency over the nuanced genre-specific writing required in ESP contexts, resulting in a disparity between academic training and workplace expectations. This gap manifests in a lack of rhetorical effectiveness, task achievement, and cohesive and coherent text production among ESP students, hindering their ability to function effectively in professional environments and ultimately impacting Uzbekistan's broader economic aspirations. Addressing these persistent problems requires a targeted and empirically informed approach to enhance ESP writing instruction. International scholars have extensively explored the development of ESP writing skills, providing foundational insights and innovative methodologies. John Swales (1990) pioneered the concept of Genre Theory, demonstrating how understanding the communicative purposes and structural conventions of specific genres significantly enhances professional writing effectiveness [3]. Ann Johns (1997) further expanded on this by emphasizing the importance of discourse communities and the need for students to engage wi ...