Aneta Naumoska

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Aneta Naumoska is an Associate Professor of Linguistics at the English Department, Faculty of Philology (Ss. Cyril and Methodius University in Skopje, N. Macedonia). She is a CELTA-holder and NILE-certified Teacher Trainer. She has been in EFL teaching in academia for 20 years, presented at many conferences both at home and abroad, published academic papers, and (co-)authored university coursebooks, the most recent being on academic writing in university. Email: [email protected]

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From exposure to access

Many adult and university EFL learners can understand a wide range of texts and lectures, yet still describe a familiar frustration: ‘I know this word when I see it, but I can’t use it when I need it.’ This gap is not simply about the number of words learnt, but it is about access, control and depth (collocations, register, grammar patterns and constraints). At higher proficiency levels, vocabulary growth increasingly depends on academic and professional needs: choosing precise verbs (e.g. undermine, facilitate, account for), deploying discipline-relevant nouns (e.g. assumption, variable, constraint) and handling multiword units (e.g. in light of,...

From ‘good job!’ to growth: Using AI to Improve Peer Feedback in ELT

This article aims to help EFL teachers design higher-quality peer feedback for writing improvement among higher-level adult or university learners, and to show, clearly and practically, how AI can scaffold that peer feedback so it moves beyond vague praise (‘Good job!’) towards specific, actionable feedforward that leads to stronger revisions. Why peer feedback stalls at ‘Good job!’ Peer feedback is widely used in tertiary and adult ELT writing classes because it can multiply feedback opportunities, increase audience awareness and develop writers’ independence. Yet many teachers recognise the familiar pattern. Feedback is too general (‘Nice introduction!’). Feedback focuses on surface issues only...

SLT and CLL in the ELT classroom: revisited

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. How do they compare? In regard to the workflow and procedures of SLT, one of its most relevant and continuing legacies is the Presentation-Practice-Production (PPP) format: introduction of a new teaching item in context; controlled practice of the item; and a freer practice stage. There...

ETpedia Business English, Pavilion Publishing 2016

ETpedia Business English serves as an English Teaching encyclopedia (ET + pedia), grouped into five sections and an Appendix. Read more here.