BALANCING LANGUAGE SKILLS IN ESP TExTBOOKS: UNIVERSITY TEACH- ERS’ EVALUATION AND FEEDBACK

This article examines the representation of language skills—reading, writing, speak- ing, and listening—in English for Specific Purposes (ESP) textbooks across various academic fields. By using a mixed-methods approach, the study gathered quantitative data through evalua- tion scales and qualitative insights via semi-structured interviews with ESP teachers in technical, medical, natural sciences, and humanities. Quantitative analysis, by using SPSS 21, included descriptive statistics, while thematic analysis of interviews provided deeper context to the find- ings and further elaboration of responses. The study reveals that speaking and listening skills are often underrepresented compared to reading and vocabulary-focused tasks related to it, whereas writing falls somewhere in between. These results underscore the need for textbooks to incor- porate a balanced approach to language skills development, ensuring students are well-prepared for real-world communication in their respective fields. The article concludes with recommen- dations for textbook designers and educators, emphasizing the integration of interactive and skill-specific activities tailored to diverse professional contexts.