FOREIGN LANGUAGE TEACHING/LEARNING IN THE DIGITAL ERA

Many researchers have shown that including emotional intelligence (EI) skills in the process of teaching and learning can increase academic achievement in language learning. At the same time, including the EI in language curricula can increase the quality of teaching and learning, because by helping students to show personal responsibility they will learn effectively and complete their tasks efficiently. It will lead towards the achievement of their personal, academic and career excellence. The study explores the perceptions of the Language Centre (LC) teachers regarding the implications of the EI skills in language teaching during the academic year 2016/2017. It highlights the importance of embedding the EI into language syllabi and demonstrates the recognised need for well-developed EI skills to gain higher academic achievement. The objective of this article is to emphasise some characteristics of EI to today’s language teaching and learning trends, used at the LC, South East European University. By examining the relationship between EI and language learning, this study will try to increase teachers’ understanding of EI skills in language learning and also provide some insights for sharing experiences regarding the implementation of these skills in the classroom.
 
 Keywords: Emotional inteligence, motivation, language teaching.

The article presents the peculiarities of future teachers training in the digital age, particularly to the use of immersive technologies in foreign language teaching. The revealed experience of the future teachers’ training is based on the experience of training 012 Preschool education specialty students of the Faculty of Pedagogical Education of Borys Grinchenko Kyiv University specifically in terms of their mastering “Modern Technologies of Teaching a Foreign Language to Preschool Children” discipline. The study clarifies the notion of immersive technologies as an umbrella term and a structural unit of digital technologies and gives its overview in foreign language teaching as well as highlights the influence of their use in the digital age and describes their educational potential. The four basic immersive technologies are mentioned and clarified. The advantages of the use of immersive technologies in foreign language teaching and learning are discussed. The general scientific analytic methods are used in the article. The literature analysis is the major method used to summarize the experience of the implementation of the use of immersive technologies in the field of foreign language teaching and learning. The received data emphasizes the further necessity to investigate the professional training of future teachers to the use of immersive technologies in foreign language teaching, specifically the aspect of their readiness for the aforementioned technologies implementation in professional activities

This study addresses the implementation of Inquiry-Based Learning (IBL) in higher education in North Macedonia. IBL is a learner-centred approach based on utilizing students’ questions to facilitate learning and is suitable for cultivating critical thinking skills among students. Modern teaching methodologies advocate for its broader classroom application, not only in language instruction but also across various disciplines. The findings highlighted several benefits associated with the implementation of IBL in EFL instruction. These include the development of communication skills, fostering collaboration among students, promoting critical thinking abilities, and facilitating active learning. These outcomes align with the broader goals of modern teaching methodologies, which emphasize learner-centred approaches and the cultivation of essential skills beyond language acquisition. Overall, the results suggest that integrating IBL into EFL instruction at SEEU has the potential to enhance the educational experience for both teachers and students. By fostering a more engaging and interactive learning environment, IBL can contribute to the achievement of educational goals while equipping students with essential skills for success in their academic and professional endeavours.

There are multiple positive effects of internationalization of Higher Education (HE) on enriching students’ experiences in general and providing opportunities for exchange and development of all segments of university functioning. This paper aims to contribute to determining the role of institutional QA in promotion of the international cooperation in HE by analysing undergraduate students’ perceptions on their international experience and comparing them to their home University. Individual experiences of students from the Southeast European University (SEEU) in North Macedonia, who participated in Erasmus exchange program in the last two academic years (2021/22 and 2022/23), with regard to the main quality assurance (QA) principles and measurements applied at their home University, are being considered. Their academic progress at the international universities is also taken into consideration. The aim is to collect firsthand information from the main stakeholders in the QA process about areas that can be further developed, as well as to position SEEU and self-check where it stands comparing and benchmarking it with some reputable European universities in order to better prepare its students for the international job market. SEEU has one of the most developed QA systems in the wider region, created and constantly being developed based on the international standards and guidelines and the long institutional experience. Thus, the paper also aims to contribute to defining some basic standards of internationalization of QA which would be recommended to the institutions from less developed, ITC (inclusiveness target countries) in order to assist them to place and welcome international students more successfully.

Language teaching theories and practices give an important role to fostering independence of students who learn English as a Foreign Language. The concept of learner autonomy is currently dealt as a serious objective of many educational curriculums where students are mostly concerned with learning and here the student is competent of his/her own learning whereas the teacher has the role of a guide. Accordingly, in the learning process students are encouraged to have a very active role and are characterized with critical thinking and reflection and they also monitor and evaluate their own learning, make decisions and take independent actions.Language teaching theories and practices give an important role to fostering independence of students who learn English as a Foreign Language. The concept of learner autonomy is currently dealt as a serious objective of many educational curriculums where students are mostly concerned with learning and here the student is competent of his/her own learning whereas the teacher has the role of a guide. Accordingly, in the learning process students are encouraged to have a very active role and are characterized with critical thinking and reflection and they also monitor and evaluate their own learning, make decisions and take independent actions.Whilst in the traditional method the teacher gives the information to the students, in the case of learner autonomy the teacher has the role of the facilitator and supporter and here students take responsibility of their own learning. However, it is the teacher’s duty to reveal the students’ knowledge by assigning various in- class and out of classroom tasks which are classified by students’ language level. This requires reshaping of the traditional way of teaching where teachers do a lot of preparation for their lectures and on the other hand students do a little. In autonomous classes students take charge of their learning, yet teachers create and support the progress of learner autonomy.There is a variety of exercises which can be used in EFL Classes for the purpose of “swapping” roles with theteacher where learners are given the chance to be involved in the selection of activities. Students select activities that match their learning style and interests and are guided to make use of opportunities to use the language in authentic settings.The objectives of this study are: To discover activities that evaluate the autonomous learning capacity of SEE University Basic English Skills students; To discover whether SEE University students are ready for autonomous learning or not; To discover threats that obstruct application of learner autonomy in EFL classes of SEE University students.Data was collected in Basic English Skills classes, offered at the South East European University in Tetovo, Republic of North Macedonia, during the academic year 2018-2019. A total number of 53 students, aged 18-25 participated in the study. The qualitative and quantitative methods were used in order to analyze the data collected during the research.

The level of educational attainment and skills of young people have a strong influence on economic activity and consequently on their employment rates. Grade point averages (GPA) of undergraduate studies keep on being a relevant selection tool in the employment process. GPA metric is believed to be an index of mental ability related later to job performance and successful outcomes. Youth employment in Albania and North Macedonia is low and unresponsive to the education of young people. This study offers an overview of youth unemployment rates in the Western Balkan countries. It uses survey analyses of tertiary graduates of economics programs at Luigj Gurakuqi University in Albania and South-East European University in North Macedonia. A comparative analysis focusing on the determinants of the employability of economics graduates in the last decade is realized using qualitative and quantitative analyses for each university. Logistic regression results indicate that the GPA of the bachelor program is an important factor in the employment of graduates. Additional variables such as gender, time of graduation, and obtaining a master's degree play an important role in being employed in Luigj Gurakuqi University. Developing educational attainment by updating educational and vocational curricula taking into account market demands would improve the school-to-work transition of youth.

Artificial intelligence (AI) is changing many aspects of education and is gradually being introduced to language education. This article reviews the literature to examine main trends and common findings in relation to AI technologies and applications for second and foreign language learning and teaching. With special reference to computer-assisted language learning (CALL), the article explores natural language processing (NLP), data-driven learning (DDL), automated writing evaluation (AWE), computerized dynamic assessment (CDA), intelligent tutoring systems (ITSs), automatic speech recognition (ASR), and chatbots. It contributes to discussions on understanding and using AI-supported language learning and teaching. It suggests that AI will be continuously integrated into language education, and AI technologies and applications will have a profound impact on language learning and teaching. Language educators need to ensure that AI is effectively used to support language learning and teaching in AI-powered contexts. More rigorous research on AI-supported language learning and teaching is recommended to maximise second and foreign language learning and teaching with AI.

This chapter explains the overview of Technology-Enhanced Language Learning (TELL); the overview of Computer-Assisted Language Learning (CALL); the relationship between Computer-Mediated Communication (CMC) and language learning; the overview of Mobile-Assisted Language Learning (MALL); and the technological utilization for language learning in the digital age. TELL, CALL, and MALL significantly deal with the impact of technology on teaching and learning the second language or foreign language. TELL, CALL, and MALL are the utilization of the advanced devices as the technological innovation to display multimedia as the modern language learning methods in the digital age. TELL, CALL, and MALL effectively improve learning motivation and develop better attitudes in students and language learners toward language learning. The chapter argues that encouraging the applications of TELL, CALL, and MALL has the potential to improve language learning performance and reach strategic goals in the modern language learning environments.

The purpose of this study was three-fold: first, it aimed to develop a scale to shed light on English as Foreign Language (EFL) teachers’ perceptions of using Mobile Social Network Sites (MSNSs) in language teaching and learning. To this end, a 36-item MSNSs Utility Perceptions Inventory (MUPI) was developed. Second, the current study made an attempt to investigate the construct validity and reliability of the MUPI through collecting data from 184 Iranian EFL teachers. The factorability of the data has been substantiated by running Kaiser-Meyer-Olkin test of Sampling Adequacy (KMO) and Bartlett’s Test of Sphericity. The results of Exploratory Factor Analysis (EFA) revealed a three-factor solution for the inventory items. Furthermore, it was deemed that the scale had a high level of internal consistency. Third, this study strove to explore EFL teachers’ perceptions of MSNSs use by analyzing the results of the administered scale. The findings showed that teachers put more emphasis on factor one (Advantages of MSNSs for Teaching and Learning) and factor three (Barriers to Using MSNSs for Teaching and Learning). The findings also indicated that approximately half of the teachers believed MSNSs allow them to have a more detailed, in depth conversation with their peers and colleagues in the course. Moreover, student distraction, insufficient Internet bandwidth/speed, and insufficient technical support for teachers were some barriers to using MSNSs in classrooms. It was also confirmed that developing communication skills, increasing communication, motivating students, and sharing feedback are some advantages of using MSNSs for teaching and learning. This study has some implications for EFL teachers, teacher educators, and syllabus designers to pay particular attention to the positive features of MSNSs and harness their pedagogical benefits in English language teaching and learning on the one hand, and teacher education courses on the other hand.

Human resources management at South East European University as a new model of higher education in the Republic of Macedonia

Literary text analysis is part of the Language Arts and The Language and Literature Curriculum in the primary education. Teachers are expected to practice different types of teaching methods depending on the age of the students, such as: demonstration, whole class work, reading and working on a text, discussion, conversation, students' oral presentations and creative writing. Students can also do literary analysis in groups, pairs, individually and in whole-class work. The aim of this paper is to answer the question whether teachers employ different teaching methods and approaches in the process of students' responses to literary texts and the literary text analysis depending on their age and if they prefer some of the methods over others relative to students' age. We have collected the necessary data for this descriptive research by conducting surveys that were specifically designed for the purpose of the research with the random sample of primary school teachers in the Republic of Macedonia (total N=75). Descriptive analysis and ANOVA - single factor were used as well. The results have shown that the teachers practice different teaching approaches depending on the students' age in the process of literary text analysis in class, which is graphically presented and discussed in the paper. The results did not show any significant differences among the general teaching methods used in different classes in primary education. The methods and approaches that teachers use are compared to the ones that are considered to be part of the modern trends according to the latest research. The results of the research will help scholars to build a broader picture of the literary analysis lessons in the primary school in the Republic of Macedonia regarding the teaching methods and approaches that are employed for the purpose of obtaining the age-appropriate classroom atmosphere. It will also contribute to the process of teacher reflections about the methods and approaches that they are using in order to improve the quality of teaching while bearing in mind the contemporary trends of building interactive classrooms in which the students are responsible for their own learning.

Assessing the Impact of Digital Age as a Change Agent for Higher Institution in Cameroon

As technology reshapes the educational landscape, students’ expectations regarding their teachers’ data literacy competence have become increasingly important in shaping the effectiveness of foreign language education. This study explores university students’ perceptions of the role of data literacy in foreign language teaching, investigating how students expect their instructors to integrate data-driven methodologies, AI tools, and digital resources into language learning. By using a combination of quantitative questionnaires and qualitative interviews, the study identifies key areas where students feel teachers’ data literacy should be enhanced, including personalized learning, digital assessment, and the use of artificial intelligence. The findings highlight a significant demand for teachers to develop not only technical data skills but also the ability to apply these skills in fostering engaging and efficient language learning environments. The paper concludes with recommendations for aligning teacher development programs with student expectations in the digital age.

Purpose: The aim of this paper is to understand from the teaching life world of quality assurance and education actors in the higher education institutions, their construction of teaching excellence. Design: Charmazian constructivist Grounded Theory Method was employed. Hermeneutic constructivist philosophy guided this study and 29 participants were interviewed using criterion i sampling. Findings: Eleven categories of teaching excellence emerged from the data and the constructions of teaching excellence were multifaceted. Based on the participants’ voices, there is no universally accepted definition of teaching excellence. There is no consensus of opinion on what constitutes teaching excellence in all higher education environments. However, research suggests that Teaching Excellence practices were beginning to be applied on an institutional level as a management tool though not recognised by the term teaching excellence. Nevertheless, it was not being practiced extensively, and was implemented in pockets, with emphasis on quality teaching more than teaching excellence, and not generally implemented in a systemic way. Practical implications: The teaching excellence categories that we have generated in this study could be one source of elements our policy makers could consider when developing teaching excellence policy instruments such as Teaching Excellence Framework (TEF). Such Instruments could support the enhancement of educational provision across our higher education system. Therefore, rather than focusing on developing metrics of teaching excellence, it is could be more effective to focus also on how these institutions could enhance their educational provision. Originality: The study provides empirical contextual individualised constructed constructs of teaching excellence. Conclusion: We stated in the title “No one has bothered to know”. Now we have known that the constructions of teaching excellence are multifaceted. The implication of the findings is that phenomenology is a powerful research strategy that is well suited for exploring challenging problems in quality assurance research. By building a better understanding of the nature of phenomenology and working to ensure proper alignment between the specific research question and the researcher’s underlying philosophy, we hope to encourage quality assurance and teaching excellence scholars to consider the utility of phenomenology when addressing their research questions.

The success rate of language learning hinges on the effectiveness of teaching approaches employed by teachers in ESL classes, particularly in literature teaching. Thus, this study explored the use of the Integrated Approach in literary teaching to ESL learners. Furthermore, this study ventured into teaching approaches utilized by the teachers that made up the Integrated Approach, the effectiveness of the approach to literary teaching, and the potential interactive activities that can be implemented using the approach. Systematic literature review method was used in the study and findings revealed that teachers used various literature teaching approaches, having the information-based approach as the most commonly employed while the stylistic approach was the least. Furthermore, the Integrated Approach was seen as effective in literary comprehension and appreciation, critical and creative thinking enhancement, and more so in language learning. Lastly, extensive question exercises, lecture sessions, discussion, utilization of differentiated teaching strategies, audio-visual materials, and collaborative activities were seen to be the best activities and practices in literary teaching. In conclusion, the findings of the study may help both teachers and learners in literary education. This may help in the design of an instructional module for teachers relative to the use of the Integrated Approach in teaching literature.