"Blaze Koneski" Faculty of Philology
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Item type:Publication, Coining the Crisis: Neology and Word Formation in the Climate-Change Lexicon(Université Jean Moulin Lyon III, 2026); - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Human-Centred AI Integration in LSP Classrooms: Strategies for Critical and Ethical Communication(Ovidius University, 2026-08-17); - Some of the metrics are blocked by yourconsent settings
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Item type:Publication, A Corpus-Informed Study of Corporate Jargon Trends (2016–2024) and Pedagogical Implications for Teaching Corporate English in ESP Contexts(University of Ljubljana, 2026); This paper examines whether corporate English became more buzzword-heavy between 2016 and 2024 and how the findings can inform university ESP courses, especially Business English. Using a fully public corpus of annual report shareholder letters and regulatory filings from the time frame of 2016–2024, the study applies corpus-assisted close reading to track recurring buzzword packages, lexical bundles, collocational patterns, and shifts in abstraction and agency. The results show that investor-facing narrative sections increasingly rely on era-framing labels and layered noun phrases that compress meaning and promote strategic alignment, while regulatory disclosures remain more operationally concrete but still admit selective buzzword insertion. Pedagogically, the patterns support teaching corporate phraseology (terminology) through concordance-style noticing, collocation mapping, genre sensitive rewriting, and unbundling tasks that convert abstract bundles into accountable, reader-oriented plain language. - Some of the metrics are blocked by yourconsent settings
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.