ENHANCING LINGUO-COGNITIVE COMPETENCE OF PSYCHOLOGY STUDENTS THROUGH TPACK-BASED ESP INSTRUCTIONAL FRAMEWORK

Abstract

The growing demand for specialized English proficiency in psychology education necessitates a strategic shift toward linguo-cognitive competence development. This study explores the integration of a TPACK (Technological Pedagogical Content Knowledge) framework within English for Specific Purposes (ESP) instruction to enhance the linguistic and cognitive capabilities of undergraduate psychology students. Drawing on cognitive linguistics and applied pedagogical models, the study outlines the theoretical rationale, methodological implementation, and empirical outcomes of a classroom-based intervention. The findings suggest that targeted ESP instruction, when aligned with TPACK principles, fosters deeper conceptual understanding, language proficiency, and professional discourse engagement among learners, especially within developing contexts like Uzbekistan, where modernization of higher education is a national priority.