MIXED-ROLES CROSS-CULTURAL DESIGN IN ESP RESEARCH: COMBINING UZBEK LEARNERS AND BRITISH NATIVE-SPEAKER RESPONDENTS

Abstract

Annotation: This thesis presents a methodological approach — the mixed-roles cross-cultural design — developed for empirical research on AI-based tools in teaching English for Specific Purposes (ESP). The design resolves a critical methodological challenge: native English speakers cannot serve as ESP learners, since ESP is by definition designed for foreign-language learners. Testing native speakers on ESP instruments produces ceiling effects and methodologically invalid results. The mixed-roles design assigns Uzbek learners to the experimental and control groups of the proficiency study, while British native speakers contribute through a parallel survey on AI in language education. The paper outlines the rationale, structure, and procedures of this design and reports preliminary findings from its application at Chirchik State Pedagogical University and the University of Warwick.