METHODOLOGICAL FRAMEWORK FOR SIMULATION-BASED ESP INSTRUCTION IN ARCHITECTURE EDUCATION

This study investigates a methodological framework for implementing simulation-based English for Specific Purposes (ESP) instruction in architecture education at ADJU University, Tashkent. Architecture students require specialized language competencies to engage effectively in professional discourse, including technical presentations, client consultations, design critiques, and collaborative project communication. Traditional ESP approaches often fail to contextualize language learning within authentic professional scenarios. This research proposes and evaluates a simulation-based instructional model that integrates architectural case studies, role-play exercises, and professional scenario enactments into the ESP curriculum. The study employed a mixed-methods approach combining qualitative case study analysis with classroom-based observation and learner feedback. Results indicate notable improvements in students’ professional communication skills, technical vocabulary acquisition, and self-confidence in English-medium architectural discourse. Findings suggest that simulation-based ESP instruction not only enhances linguistic competence but also bridges the gap between academic language learning and real-world professional practice in architecture.