"Blaze Koneski" Faculty of Philology

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Author: search.filters.author.Gjurcevska Atanasovska KatarinaLanguage: search.filters.language.English

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    Item type:Publication,
    Introducing Cooperative Learning in the English Language Classroom and Progress Tracking (at the Department of Translation and Interpreting in Skopje)
    (Blaže Koneski Faculty of Philology, Skopje, 2021)
    Sazdovska-Pigulovska Milena
    ;
    Gjurcevska Atanasovska Katarina
    The English language classroom has been experiencing a shift from the tradi-tional approach towards a functional approach to teaching. The purpose is to abandon the classical lecture-and-note approach, passive role of students, an un-productive classroom and excessive teacher-reliance, thereby putting emphasis on interaction and collaboration in the English language classroom as well as on student autonomy in the learning process. The aim of this paper is to analyse efficient methods for teaching grammar and to explore which learning practices are deemed best by students. For the purposes of this research, a survey was con-ducted among 50 first-year students at the Faculty of Philology (whose progress in learning grammar was monitored in a period of two semesters). The results of the research indicate a need for applying an action-based approach in the English language classroom, whereas the authors suggest different cooperative learning strategies. Furthermore, the results demonstrate that teaching methods have an effect on the level of progress achieved by students, whereas the need for introducing progress tracking at faculty level is also discussed
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    Empowering Teachers and Students to Cope with the Stress of Online Teaching and Learning: Findings from a Pilot Project on Psychosocial Support in the Language and Translation Classroom
    (University of Nis, Serbia, 2023)
    Kitanovska-Kimovska Sonja
    ;
    Gjurcevska Atanasovska Katarina
    ;
    Popovska Solzica
    ;
    Cvetkoski Vladimir
    Page Header USER Username Password Remember me INFORMATION For Readers For Authors For Librarians Scimago Journal & Country Rank SCImago Journal & Country Rank Journal included in the base of: HOME ABOUT LOGIN SEARCH CURRENT ARCHIVES ANNOUNCEMENTS CFP ETHICS INSTRUCTIONS Home > Vol. 11, No 1, 2023 > Kitanovska-Kimovska EMPOWERING TEACHERS AND STUDENTS TO COPE WITH THE STRESS OF ONLINE TEACHING AND LEARNING: FINDINGS FROM A PILOT PROJECT ON PSYCHOSOCIAL SUPPORT IN THE LANGUAGE AND TRANSLATION CLASSROOM Sonja Kitanovska-Kimovska, Katarina Gjurchevska Atanasovska, Solzica Popovska, Vladimir Cvetkoski DOI Number https://doi.org/10.22190/JTESAP221221011K First page 175 Last page 189 Abstract In times of crisis, emergency education makes significant contributions to individuals and societies by providing a sense of normality (Johannes 2012). As teachers facilitate the learning process and are expected to support students emotionally, Muldong, Garcia & Gozum (2021) suggest that work-from-home teachers should be provided with psychosocial support to address the mental and emotional stress caused by the Covid-19 pandemic. El-Monshed, El-Adl, Ali and Loutfy (2021) and Carreon & Manansala (2021) suggest that educational institutions should also take measures to improve students’ mental health and academic performance and make it a priority in the current context. This paper reports the findings of a project on psychosocial support at Blaze Koneski Faculty in Skopje from March to June 2021 involving 15 language and translation teachers and 121 students. The teachers attended a series of workshops guided by a trained clinical psychologist. The workshops aimed at providing immediate psychosocial assistance to teachers to cope with the stress of the pandemic, to sensitise teachers to the students’ needs in an emerging crisis and to empower them to employ new ways of student engagement in the online classroom. The training concept was based on the assumption that one’s self-care and well-being are prerequisites for one to be able to care about others (in this context the students). The teachers tested various methods at two levels of classroom communication. They engaged in informal communication and introduced well-being techniques to create a relaxing class atmosphere and to facilitate the learning process. They also involved students in participative activities to help them take hold of their learning. Teacher and student feedback has been positive and points to the encouraging effect of this approach in the online environment and beyond it. It shows that the modern translation classroom, be it physical or virtual, requires giving students an active voice and a sense of control over their learning. It also shows that moving away from adhering to technical material to enrich the curriculum with topics and methods that address well-being and mental health is beneficial.