"Blaze Koneski" Faculty of Philology
Permanent URI for this communityhttps://repository.ukim.mk/handle/20.500.12188/1
Browse
502 results
Search Results
- Some of the metrics are blocked by yourconsent settings
Item type:Publication, Вистината во приказната на заробеникот во првиот дел од Дон Кихот(University Ss. Cyril and Methodius in Skopje, 2022)Поповски, Игор - Some of the metrics are blocked by yourconsent settings
Item type:Publication, La presencia de Cervantes en las novelas de Mitko Madžunkov(Faculty of Philology, University of Belgrade, 2024) - Some of the metrics are blocked by yourconsent settings
Item type:Publication, WHERE THERE IS A VOICE, THERE IS A SPEAKER!(Goce Delcev University, 2025-12-29)Gjorgjieva Dimova, MarijaThe starting point of the research is the thesis of the interpretive potential of the historical novel about history and its historiographical verifications. The theoretical framework of the study is based on Linda Hutcheon's, Brian McHale's, and Elizabeth Wesseling's conceptions of the historical novel, which will be applied interpretatively to the novel Accused: Viera Gran by Polish author Agata Tuszynska. The interpretive focus is on the narrative procedures that articulate Tuszynska's novel's (re)interpretative relations to history and (meta)interpretative relations to existing textualizations of history, as well as their epistemological and (post)memorial implications. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, BALANCING WRITTEN AND AUDIO PEER FEEDBACK IN ACADEMIC WRITING: STUDENT EXPERIENCES WITH PADLET(2025)Stojanovska-Ilievska, NatashaThis 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. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, MACEDONIAN STUDENTS’ ATTITUDES TO ENGLISH: A COMPARATIVE PERSPECTIVE ACROSS REGIONS(2025)Stojanovska-Ilievska, NatashaThis 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. - 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, Creating Activities towards Improving Functional Literacy: Examples from North Macedonia(University of Białystok, 2025)Maleska, KalinaThis article discusses the implementation and results of a project focused on improving functional literacy in North Macedonia, which I initiated and coordinated from 2023 to 2025. The motivation behind the project was to initiate changes in the traditional lecturing model predominant in the country, with low-level participation from students in class, and with very little focus on critical or creative thinking. The main research question was how to transform the curriculum and in-class activities in order to improve functional literacy among primary and secondary school students in Macedonia. I describe the stages and outcomes of the project, and report on the benefits of the undertaken activities on the well-being of teachers and students, the implications of which may helpful to practitioners in similar educational contexts. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Именските модификатори во синтагмите со персонален референт во македонскиот јазик(Универзитет „Св. Кирил и Методиј“, Филолошки факултет „Блаже Конески“, 2025)Петревски, Бојан