"Blaze Koneski" Faculty of Philology

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Author: search.filters.author.Stojanovska-Ilievska, NatashaStart date: 2025

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    BALANCING WRITTEN AND AUDIO PEER FEEDBACK IN ACADEMIC WRITING: STUDENT EXPERIENCES WITH PADLET
    (2025)
    Stojanovska-Ilievska, Natasha
    This article explores Macedonian university students’ reflections and preferences regarding online peer feedback in academic writing, with a focus on three key factors: the feedback mode (written vs. audio), the students’ role in the process (giver vs. recipient), and the writing task type (essay outline vs. fully developed draft). The study was conducted among second-year undergraduates enrolled in an academic writing course that integrated Padlet as a peer review platform. The data were collected through an online questionnaire that examined how students experienced giving and receiving feedback in both written and audio formats across different stages of writing. The study revealed that most students valued participating in feedback sessions across different modalities, although some of them reported feeling less confident when recording and posting their audio comments. Written feedback was preferred for the full drafts, while audio feedback was preferred for the essay outlines. The thematic analysis highlighted that written feedback was associated with comfort, easier navigation, and clarity, while audio feedback was valued for its spontaneity and the non-verbal communicative cues conveyed through the human voice. These findings underscore the importance of offering students diverse peer-review formats so as to encourage more effective peer feedback practices in academic writing instruction.
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    MACEDONIAN STUDENTS’ ATTITUDES TO ENGLISH: A COMPARATIVE PERSPECTIVE ACROSS REGIONS
    (2025)
    Stojanovska-Ilievska, Natasha
    This study explores Macedonian students’ attitudes to English across three contexts: Skopje, other urban centres, and rural communities. Data were gathered through a questionnaire designed to elicit students’ perceptions of the benefits and drawbacks of English in their everyday lives. Responses were subjected to a thematic coding analysis, and combined qualitative insights with quantitative frequency counts. Five broad themes were identified: knowledge and cognitive development, communication and social connectivity, mobility and practical advantages, access to information and opportunities, and identity and language preservation. English was overwhelmingly perceived as a valuable resource, with identity and language preservation and communication and social connectivity being the predominant themes across the three contexts. Regional variation revealed subtle differences: students from rural areas valued communication and social connectivity most, students from Skopje areas were most concerned about identity and language preservation issues, while students from other towns balanced both of these concepts. These findings underscore the dual role of English, both as a gateway to global developments and as a perceived threat to local identity, pointing to the need for language policies that foster both English proficiency and Macedonian language maintenance.