"Blaze Koneski" Faculty of Philology

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A Corpus-Informed Study of Corporate Jargon Trends (2016–2024) and Pedagogical Implications for Teaching Corporate English in ESP Contexts
(University of Ljubljana, 2026)
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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.
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Beyond the Page: Academic and Professional Writing for EFL Students
(Independently published, 2025)
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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.
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Emotions and Technology in Language Education: Improving Student Engagement and Performance
(University of Constanta, Romania, 2025)
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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.
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Punctuation Revolution: The Demise of the Full Stop in Modern Communication
(Cambridge Scholars Publishing, 2025)
Jolevska-Popov, Tamara
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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.
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Optimizing EAP Course Design for Reading and Writing Development
(University of Niš, Serbia, 2025)
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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.
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Revolutionizing Language Learning: the Use of Digital Technologies, Call and AI Learning Apps in the EFL Context
(South East European University, Tetovo, 2025)
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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.
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Grammaticality vs. Acceptability. Issues in the EFL and ESP classroom
(Universitatea Ovidius din Constanta, Romania, 2024)
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Though the concepts of grammaticality and acceptability are obviously different, they are intrinsically linked where language is concerned, and especially in terms of (foreign) language learning. As such, grammaticality is more theoretical in nature, in connection to whether the grammatical rules of the language have been followed, that is, conformed to. Acceptability, on the other hand, has more to do with whether the language has been used appropriately in a particular situation and/or context, and in that sense, it is speaker-oriented. Bearing in mind the lingua franca status of English on the global stage, it is not unexpected that variations will occur in terms of what is deemed (un)acceptable through the prism of grammaticality, as well as through the prism of the approach employed - descriptive or prescriptive. This paper will take a closer look at the two concepts - grammaticality and acceptability - and compare them in terms of their similarities and differences, as well as look at their role in foreign language learning, focusing on the EFL and ESP classroom, the various challenges that might surface and the potential ways to deal with them. Bearing in mind that the primary purpose of language is to facilitate communication, we may conclude that this applies to foreign language learning, too, and in that context, it would be useful to take a closer look at which of the two notions holds greater significance in achieving communicative competence, whether they can work together for this aim, and if so, the strategies and techniques that may be employed.
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The Significance of BELF and Communication Skills: Incorporating ESP in the Core Curriculum in Higher Education Challenges, Issues, and Opportunities
(Universitatea Ovidius din Constanta, Romania, 2023)
The need for ESP is vital in equipping non-native English speakers from all fields to be competitive in the workplace, outside the academic context, regardless of where they see themselves in the future, and where they will pursue their professional ambitions; they now need to demonstrate their English proficiency in their chosen professional endeavors. As such, there is a need to incorporate ESP in the core curriculum for every Faculty in addition to the core courses of the particular field of study. However, before this can be realized, there are other issues that need to be addressed, such as the class load, the number of semesters it will be offered, and the level it will be taught at, among others. Furthermore, there are questions concerning the competencies the students will have been equipped with by the end of the course, as well as the expectations concerning the final aims and outcomes. In line with this, an important issue that needs to be addressed is that of the choice of materials to be used in the realization of the syllabus, all with the aim to best meet the learner’s needs. This paper will take a closer look at all these issues, as well as possible solutions to alleviate and overcome them. In this context, it will look at and discuss the results from a survey that was conducted among students, freshmen, from the Faculty of Economics in Skopje, N. Macedonia, who had taken the elective course Business English in the fall term of 2022/2023.
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Exploring Aspects of Inclusion to Enhance Oral Proficiency in Higher Education EFL Classrooms
(University of Niš, Serbia, 2024)
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Knowing English in today’s world is no longer an added advantage, but rather a necessity. At a time when globalization is increasingly leading to an interdependence among the world’s economies, cultures and populations, the status of English as a lingua franca on the global stage is inevitably strengthened. As such, there is a growing need to equip EFL learners with essential skills that will enable them to successfully navigate life outside the academic context. Hence, the importance of EFL communicative competence is further highlighted, as it becomes more and more evident that a more inclusive approach is necessary in line with the current global contexts. It is essential that learners receive proper guidance, support and scaffolding to help them improve their oral communicative skills as a vital segment of their communicative proficiency. Thus, we may need to rethink the way in which this is dealt with in the tertiary EFL classroom in terms of how it is presented, taught and evaluated, as higher education is essentially learners’ last step in the academic environment. Furthermore, care ought to be taken so that it is done in a more inclusive fashion to correspond to the new attitudes and expectations of the diverse ‘global village’ we are living in. This paper takes a closer look at various aspects related to inclusion for the purpose of enhancing EFL learners’ oral skills proficiency, addressing the potential need of materials development, and the importance of establishing and promoting clear and objective criteria.
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Quantifying Number in the Noun Phrase: A Comparative Study between English and Macedonian
(Open Access Publishing Group, 2024)
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This paper discusses some of the theoretical insights for English gained by means of a contrastive analysis with Macedonian on the issue of grammatical/semantic number in the NP, with a particular focus on the features of partitivity, collectivity and distributivity reflected through marked external (grammatical) means. Quantifying the NP provides information on the fragmentation of the whole, togetherness of the whole (with non-determinedness of entities), or the individuality of each element of the whole. The quantitative characteristics are visible in the NP structure, while the syntactic relationships formally realize the connection between the quantity in the NP and semanticity. Through excerpted examples from authentic source materials (in English and Macedonian) and translations, it will be concluded that both languages have more commonalities than differences in the morphology and semantics of these features, although precision of language means is necessary to avoid miscommunication.

"Blaze Koneski" Faculty of Philology

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