"Blaze Koneski" Faculty of Philology
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Item type:Publication, SLT and CLL in the ELT Classroom: Revisited(Pavilion Publishing and Media Ltd, 2025-07)What is the continuing influence of Situational Language Teaching (SLT) and Community Language Learning (CLL) in the modern ELT classroom and how do they connect to second language acquisition (SLA) theories? Where SLT strongly emphasises oral practice, grammar and sentence patterns, CLL offers specific techniques based on counselling rather than a method in its own right. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Collocations in Context(Pilgrims, 2025-08)Collocations, i.e. lexical word combinations that co-occur more frequently than chance, are central to Business English pedagogy. In a university economics context (B2–C1), mastery of field-specific collocations supports authentic professional communication and reflects corpus-informed course materials. Explicit collocation work builds collocational competence by sensitizing learners to acceptable word partnerships, reducing L1-influenced mis-collocations, and strengthening mental lexicons through chunk learning. A reading-and-glossing homework task illustrates how noticing collocations in context can boost receptive knowledge, encourage dictionary use, and promote learner autonomy. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Multimodality in Digital Collaboration: Exploring eTwinning in ITE for Enhancing Pre-Service Teachers’ Communication and Pedagogical Design(2025-12)This paper investigates how multimodality functions within eTwinning projects in Initial Teacher Education (ITE) and how these practices prepare pre-service English language teachers for digitally connected and intercultural classrooms. The objectives of the study are to clarify how multimodal meaning-making is enacted through eTwinning collaboration, to analyze the support that eTwinning ITE Ambassadors and teacher educators provide, and to propose strategies for embedding multimodal project work into higher education curricula. This paper follows a conceptual and exploratory research design, drawing on social semiotics, sociocultural theory, and intercultural communicative competence. Through policy reports, peer reviewed studies and documented cases from European institutions it identifies patterns, challenges, and opportunities in current practice. It is shown that eTwinning projects generate rich multimodal artefacts, such as digital stories, infographics, virtual exhibitions, and collaborative videos. These tasks foster digital literacy, creativity, and intercultural awareness, and they give pre-service teachers hands on experience with tools and communication practices common in contemporary ELT. This paper further concludes that ITE Ambassadors and teacher educators play a decisive scaffolding role as they train students in multimodal tools, support pedagogical design, mediate intercultural communication, and help integrate eTwinning into course structures. Despite clear benefits, certain challenges do persist, including uneven digital competence, limited institutional support, superficial uses of multimodality, and restrictive curricula. The paper concludes that eTwinning offers a strong framework for integrating multimodal, collaborative, and intercultural pedagogy into teacher preparation. Lasting impact, however, depends on systematic curriculum integration, clear assessment criteria, and institutional recognition of ITE Ambassador and teacher educator roles. The study outlines future research needs and provides practical recommendations for strengthening multimodal eTwinning implementation in ITE. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Beyond the Word: Academic Writing Principles and Practices for EFL Students(Independently published, 2025); Naumoska Sarakinska, BiljanaBeyond the Word: Academic Writing Principles and Practices for EFL Students is both a guide and a companion for first-year English majors at the “Blaže Koneski” Faculty of Philology in Skopje, as well as for anyone seeking to strengthen academic writing skills. It introduces writing as a creative, reflective, and disciplined process through which ideas are shaped, knowledge is built, and students develop their academic voice. Grounded in scholarship in English for Academic Purposes, applied linguistics, and genre-based pedagogy, the book presents writing as a dynamic, recursive practice of planning, drafting, feedback, revision, and reflection. Its structure follows a clear progression: Part I explores the nature and role of academic writing, its conventions, and the importance of feedback and critical engagement; Part II develops the linguistic and structural foundations of effective writing, focusing on vocabulary, coherence, and paragraph organisation; Part III guides students through common essay types, encouraging adaptability rather than rigid templates. Designed at the B2+/C1 CEFR level, the coursebook combines model texts, guided analysis, and reflective tasks to foster both linguistic competence and critical thinking. More than a manual, it invites students to enter academic discourse as a space for inquiry, reflection, and intellectual growth. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Beyond the Page: Academic and Professional Writing for EFL Students(Independently published, 2025); Beyond the Page: Academic and Professional Writing for EFL Students is a coursebook created for final-year English majors at the “Blaže Koneski” Faculty of Philology in Skopje. It aims to help students transition from general academic English to specialized, discipline-oriented writing for academic and professional purposes. Divided into three interconnected parts – Foundations of Academic Writing in the EFL Context, Applied Writing for Real-World Contexts, and Academic Paper Writing in the Humanities – the book offers a structured framework for mastering high-level writing skills. Through theoretical insights, practical tools, annotated examples, exercises, and extended tasks, it fosters fluency, critical thinking, persuasive expression, and familiarity with academic conventions and ethics. The coursebook is designed for C1–C2 learners with a solid background in English, allowing for both sequential study and modular use. Themes such as critical thinking, cross-cultural awareness, and digital literacy run throughout, ensuring coherence and progression. Its student-centered approach – featuring sample tasks, annotated texts, and peer review activities – encourages autonomy and engagement with writing as a process. The authors acknowledge the challenges faced by EFL learners and hope the book proves both practical and inspiring, while taking full responsibility for any shortcomings. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Introduction to Psycholinguistics: Selected Readings(2023-10); Kalajdžisalihović, NejlaIntroduction to Psycholinguistics – Selected Readings is a coursebook intended for university students majoring in English. Through excerpts of readings on the theoretical background and research findings, it provides an overview of the discipline that explores the psychological processes underlying the comprehension, production, and acquisition of language with insights into the relationship between language, mind, and culture. Whereas linguistics is the study of language itself (including such topics as the internal structure and diachronic development of language), psycholinguistics is an empirical and theoretical study of the mental faculty that underpins our consummate linguistic ability. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Emotions and Technology in Language Education: Improving Student Engagement and Performance(University of Constanta, Romania, 2025); The integration of technology into education has reshaped the traditional classroom by fostering a more inclusive, engaging environment that supports both students’ academic achievement and their personal development. A key factor in this has been the recognition of the importance of emotions in the learning process, as they directly influence students’ motivation and engagement, ultimately leading to improved academic outcomes. Studies in educational psychology note that positive emotions aid and improve learning, while negative emotions hinder it. This paper takes a closer look at how introducing emotional intelligence (EI) into technology enhanced education can positively support and boost students’ emotional well-being and their academic performance. Personalized learning, adaptive feedback, and mindfulness practices are crucial in creating a student-friendly and student-centred learning environment, which is essential for fostering holistic learning. As findings suggest that incorporating EI strategies in educational technology enhances learner motivation, improves performance, and creates more emotionally resilient learners, this paper makes its contribution to the field by bridging the emotional and technological dimensions of learning, offering both theoretical insight and practical guidance for designing emotionally aware digital education. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Punctuation Revolution: The Demise of the Full Stop in Modern Communication(Cambridge Scholars Publishing, 2025); With the rise of portable (mobile, cellular) technology, language took a serious hit with the abbreviations of actual words. Some linguists would argue that the understanding of a text message completely composed of abbreviations as opposed to full words and sentences showed the shrewdness of the younger generations in communication and their agility in understanding, with very little input from the sender of the message. However, it is not just words that have taken a serious hit; punctuation has also suffered this fate. At first, words had to be abbreviated, as mobile phone operators charged per character. As such, punctuating was certainly out of the question. As technology further advanced, it seems that many punctuation marks have made their return, except for the full stop, which seems to be struggling to make its comeback. Gen Zers consider it too serious and, to an extent, passive-aggressive, and seem to avoid using it even in more formal written communication, such as in emails and text messages to their (college) professors, employers and institutions. The present study aims to explore how Gen Zers view the use of the full stop in certain written communication, as well as the reasons behind it. For this aim, a small-scale survey was carried out on a group of university students, which provided us with empirical data to test our hypotheses and discuss the implications on a broader scale. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Protective Euphemisms in Discourse and Interaction: A Naming Classification Perspective on Aged Care Facilities(Faculty of Humanities and Social Sciences University of Tuzla (BiH), 2025-07) - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Optimizing EAP Course Design for Reading and Writing Development(University of Niš, Serbia, 2025); This paper examines the differences between General English and English for Academic Purposes, exemplified by the specialized approaches and objectives of the latter in preparing learners for academic and professional success. It underscores the criticality of needs analysis in English for Academic Purposes, for tailoring instruction to academic goals and professional demands, contrasting it with the simpler applications in General English. Pedagogical strategies in English for Academic Purposes, such as genre-based instruction and the use of authentic, context-specific materials, address the limitations of standardized resources, fostering reflective practice and discipline-specific communication skills, while teachers navigate dual roles as linguistic and subject-matter facilitators, often working with students possessing greater subject knowledge. A sample curriculum design and writing task are presented, focusing on critical reading and synthesis to enhance cognitive and linguistic proficiency in writing. Course designers for English for Academic Purposes can gain insight from this paper as it highlights its transformative potential to prepare learners for globalized academic and professional challenges.