INTEGRATING FACEWORK THEORY INTO MEDICAL ENGLISH EDUCATION IN UZBEKISTAN: A PLAB-ORIENTED EMPIRICAL STUDY

Abstract

The growing international mobility of medical professionals has increased the need for English language education aligned with global professional standards. In Uzbekistan, medical students aspiring to practice in the United Kingdom must demonstrate not only linguistic proficiency but also professional communication skills assessed by the Professional and Linguistic Assessments Board (PLAB), particularly PLAB 2 (OSCE). This study investigates the effectiveness of integrating Face Negotiation Theory and facework strategies into Medical English instruction for Uzbek medical students. Using an empirical design with experimental and control groups, the study analyses the impact of PLAB-oriented facework-based teaching on students’ clinical communication competence. The findings indicate that systematic instruction in facework strategies significantly enhances empathy, pragmatic appropriateness, and patient-centred communication, which are core competencies assessed in PLAB 2.