"Blaze Koneski" Faculty of Philology
Permanent URI for this communityhttps://repository.ukim.mk/handle/20.500.12188/1
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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, 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, 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, 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. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Revolutionizing Language Learning: the Use of Digital Technologies, Call and AI Learning Apps in the EFL Context(South East European University, Tetovo, 2025); The 21st century is marked by rapid technological advances, which have had an impact on all spheres of life, including education. As it is now impossible to imagine life without all the technological devices we have at our disposal, it is impossible to imagine the modern classroom without them, as well. Certainly, not incorporating all technology has to offer would be somewhat counter-productive, as the advantages are evident in terms of increasing learner motivation, making classes more fun, allowing for faster communication between teachers and learners, among others. However, teachers need to strike a careful balance between innovation and preservation as they reevaluate conventional language teaching paradigms in light of incorporating different CALL frameworks and digital technologies in the classroom, as well as numerous AI learning apps as efficient tools in enhancing EFL acquisition. This paper addresses these issues, the various aspects that may have an adverse effect not just in the sphere of education but in life, and compares two AI apps - Duolingo and TalkPal - in EFL learning.