THE IMPORTANCE AND METHODS OF DEVELOPING CRITICAL THINKING SKILLS IN ESP STUDENTS WITH LIMITED ENGLISH PROFICIENCY IN THE OIL AND GAS SECTOR

The oil and gas industry demands precision, risk management, and informed decision-making, skills that are critically supported by the development of critical thinking (CT). However, at the Branch of the Russian State University of Oil and Gas (NRU) named after I.M. Gubkin in Tashkent, Uzbekistan, ESP learners, particularly those with lower English proficiency, often struggle to develop CT skills. This issue arises due to a predominant focus on grammar and vocabulary, neglecting higher-order thinking skills that are essential for industry professionals. This paper explores the significance of fostering CT in ESP courses for the oil and gas sector and suggests effective methodologies to bridge this gap. Task-Based Learning (TBL), the Flipped Classroom approach, collaborative learning projects, and reflective journaling are highlighted as strategies to promote CT, even among learners with limited language proficiency. Educational frameworks like Bloom’s Taxonomy and Communicative Language Teaching (CLT) are examined to support a structured approach to CT development. Additionally, challenges such as technical jargon, resource limitations, and CT assessment are discussed, along with practical solutions for educators. Implementing these methods will better prepare students for the complex and high-risk environments of the oil and gas industry.