Naumoska, Aneta

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Naumoska, Aneta

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Naumoska, Aneta

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a_naumoska@yahoo.ca

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Категоријата број во англискиот и во македонскиот јазик
(Филолошки факултет Блаже Конески (УКИМ), 2018)
This article represents a summary of the doctoral dissertation titled “The Category of Number in the English and Macedonian Language”, defended by Aneta Naumoska, PhD, on 26 September 2018.
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The Effect of Gender Inconsistencies in English on Construction of Student Identities
(Krakow: Impuls, 2020-06)
What this chapter attempts to do is fill a dimensional gap precisely in the area of EFL student identity, yet from the affective perspective of construction of student identities resulting from certain linguistic (morphological) features: gender deviations in English nouns and pronouns.
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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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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.
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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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English in Aviation: A Content and Language Integrated Approach
(Dobra Knjiga, 2022-03)
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Kalajdžisalihović, Nejla
This textbook is primarily intended for upper-intermediate and advanced students of English studying at departments of air traffic, as well as for instructors and researchers interested in English for Specific Purposes (ESP) and contemporary English, whereas a special emphasis has been given to relevant contemporary content and context during the COVID-19 pandemic.
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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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Business English 2
(Biljana Naumoska Sarakinska, 2019)
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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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Semantic number in relation to English language learner awareness
(ERL Association, 2020-09)
This paper focuses on semantic number in English and its effect on students’ understanding of countability and how they see the world through English. Semantic nominal plurality of reference is not always equivalent to a marked plural noun or S-V plural agreement. The paper aims to explain and illustrate whether morphosyntactic markedness of number coincides with semantic specificity/informativity, and if EFL learners’ worldview shifts depending on their awareness of semantic number. The linguistic issue of number is paired with education, i.e. learners’ development in a foreign language framework. The research was targeted towards English majors (Faculty of Philology, Skopje, N. Macedonia), whose knowledge of number agreement (competence) in English was explored via a questionnaire covering various instances of number inconsistencies. It is noteworthy that most students afterwards stated a rising level of confidence in communicating in English due to a higher level of language accuracy and semantic awareness.

Naumoska, Aneta

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