Volume 6, Issue 1 6 1 2025 2025-06-30 https://ijep.ibupress.com/issue/volume-6-issue-1 International Journal of Education and Philology 2671-3535 2671-3543 Balkan University Press https://ijep.ibupress.com
Students’ Attitudes About Factors Affecting English Literacy - A Case Study of Undergraduate Students at the University of Tetova students-attitudes-about-factors-affecting-english-literacy-a-case-study-of-undergraduate-students-at-the-university-of-tetova Volume 6, Issue 1 Research Article 2025 6 Generally speaking, the ability to read and write successfully and at the same time, to understand and communicate fluently in any language is considered a matter of literacy. When learning a foreign language, there are many factors that can affect a student's overall literacy. In terms of this, the purpose of this research is to explore the attitudes of undergraduate English language (EFL) students at the University of Tetova, their perceptions and experiences on factors that affect English literacy. As far as the theoretical part is concerned, this study will rely on other studies dealing with literacy in order to come up with the usual factors that influence the literacy of EFL students. The author initiated this research to provide a comprehensive insight of Albanian students’ attitudes towards factors that influence English literacy. Qualitative research data were collected by administering a well-structured questionnaire to 64 students of English as a foreign language at different academic years. The data gathered reveals demographic information, learning factors, and their estimated impact on English literacy by undergraduate English language students. The final results suggest that students perceive the impact of different factors differently as far as English literacy is concerned, and some of these factors reflect positively or negatively on students’ English literacy if used incorrectly.

 

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]]> English language literacy, EFL, undergraduate students, students’ attitude 2025-06-30 https://ijep.ibupress.com/articles/students-attitudes-about-factors-affecting-english-literacy-a-case-study-of-undergraduate-students-at-the-university-of-tetova 1 1-17 10.69648/XSQL3577 en CC BY-NC-ND 4.0 https://creativecommons.org/licenses/by-nc-nd/4.0/ https://ijep.ibupress.com/file/804/ibu-journal-ijep-6-1-1.pdf Suzana Ejupi University of Tetova true Lindita Skenderi University of Tetova International Journal of Education and Philology 2671-3535 2671-3543 Balkan University Press https://ijep.ibupress.com
The Role of Age in Second Language Learning: Insights and Challenges the-role-of-age-in-second-language-learning-insights-and-challenges Volume 6, Issue 1 Research Article 2025 6 This article reexamines the role of age in second language acquisition through a critical lens, challenging traditional interpretations of the Critical Period Hypothesis. While the hypothesis suggests age-related limitations in achieving native-like proficiency, contemporary evidence underscores the brain's lifelong adaptability and the significant roles of social, cognitive, and contextual factors. Drawing on insights from neurolinguistics, naturalistic, and classroom-based studies, this review reveals that late learners can achieve high levels of proficiency, often mediated by individual motivation, social integration, and quality input. It critiques the simplistic dichotomy of early versus late learning, emphasizing the nuanced interplay of variables like learner environment and instructional quality. Through the framework of Complex Dynamic Systems Theory, the article posits age as one of many dynamic and interdependent factors influencing second language acquisition, shifting focus from deterministic views to more holistic, adaptive perspectives. These findings call for a re-evaluation of age-centric policies in education, advocating for pedagogical strategies that align with learners' developmental and experiential contexts. The implications extend beyond theoretical discourse, urging educational practices to leverage the potential for language acquisition across the lifespan.

]]> Abrahamsson, N., & Hyltenstam, K. (2009). Age of onset and nativelikeness in a second language: Listener perception versus linguistic scrutiny. Language Learning, 59(2), 249-306. https://doi.org/10.1111/j.1467-9922.2009.00507.x

Baumert, J., Fleckenstein, J., Leucht, M., Köller, O., & Möller, J. (2020). The long‐term proficiency of early, middle, and late starters learning English as a foreign language at school: A narrative review and empirical study. Language Learning, 70(4), 1091–1135. https://doi.org/10.1111/lang.12414

Bergmann, C., Meulman, N., Stowe, L., Sprenger, S., & Schmid, M. (2015). Prolonged L2 immersion engenders little change in morphosyntactic processing of bilingual natives. Neuroreport, 26(17), 1065–1070. https://doi.org/10.1097/WNR.0000000000000469

Birdsong, D. (2014). The Critical Period Hypothesis for second language acquisition: Tailoring the coat of many colors.`1 In M. Pawlak and L. Aronin (Eds.) Essential topics in applied linguistics and multilingualism (pp. 43–50). Springer. https://doi.org/10.1007/978-3-319-01414-2_3

Birdsong, D. (2018). Plasticity, variability and age in second language acquisition and bilingualism. Frontiers in Psychology, 9, https://doi.org/10.3389/fpsyg.2018.00081

Bowden, H. W., Steinhauer, K., Sanz, C., & Ullman, M. T. (2013). Native-like brain processing of syntax can be attained by university foreign language learners. Neuropsychologia, 51(13), 2492–2511. https://doi.org/10.1016/j.neuropsychologia.2013.09.004

Chen, T., & Hartshorne, J. K. (2021). More evidence from over 1.1 million subjects that the critical period for syntax closes in late adolescence. Cognition, 214, 104706. https://doi.org/10.1016/j.cognition.2021.104706

Cook, V., & Singleton, D. (2014). Key topics in second language acquisition. Multilingual Matters.

De Bot, K., Lowie, W., & Verspoor, M. (2007). A Dynamic Systems Theory approach to second language acquisition. Bilingualism: Language and Cognition, 10, 7-21. https://doi.org/10.1017/S1366728906002732

DeKeyser, R. (2003). Implicit and explicit learning. In C. Doughty & M. Long (Eds.), Handbook of second language acquisition (pp. 313–348). Blackwell. https://doi.org/10.1002/9780470756492.ch11

DeLuca, V., Miller, D., Pliatsikas, C., & Rothman, J. (2019). Brain adaptations and neurological indices of processing in adult second language acquisition. In The handbook of the neuroscience of multilingualism (pp.170–196). John Wiley & Sons. https://doi.org/10.1002/9781119387725.ch8

Dollmann, J., Kogan, I., & Weißmann, M. (2020). Speaking accent-free in L2 beyond the critical period: The compensatory role of individual abilities and opportunity structures. Applied Linguistics, 41, 787–809. https://doi.org/10.1093/applin/amz029

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]]> language learning and age, age effects in language acquisition, critical period hypothesis, complex dynamic systems theory, neurolinguistics 2025-06-30 https://ijep.ibupress.com/articles/the-role-of-age-in-second-language-learning-insights-and-challenges 1 19-33 10.69648/WMXA4359 en CC BY-NC-ND 4.0 https://creativecommons.org/licenses/by-nc-nd/4.0/ https://ijep.ibupress.com/file/803/ibu-journal-ijep-6-1-2.pdf Doğan Can Akçin Bartin University Faculty of Education, Department of Foreign Language Education true Okan Dede Karabuk University, Karabuk, Türkiye International Journal of Education and Philology 2671-3535 2671-3543 Balkan University Press https://ijep.ibupress.com
Reading Habits of University Students in North Macedonia reading-habits-of-university-students-in-north-macedonia Volume 6, Issue 1 Research Article 2025 6 This article reexamines the role of age in second language acquisition through a critical lens, challenging traditional interpretations of the Critical Period Hypothesis. While the hypothesis suggests age-related limitations in achieving native-like proficiency, contemporary evidence underscores the brain's lifelong adaptability and the significant roles of social, cognitive, and contextual factors. Drawing on insights from neurolinguistics, naturalistic, and classroom-based studies, this review reveals that late learners can achieve high levels of proficiency, often mediated by individual motivation, social integration, and quality input. It critiques the simplistic dichotomy of early versus late learning, emphasizing the nuanced interplay of variables like learner environment and instructional quality. Through the framework of Complex Dynamic Systems Theory, the article posits age as one of many dynamic and interdependent factors influencing second language acquisition, shifting focus from deterministic views to more holistic, adaptive perspectives. These findings call for a re-evaluation of age-centric policies in education, advocating for pedagogical strategies that align with learners' developmental and experiential contexts. The implications extend beyond theoretical discourse, urging educational practices to leverage the potential for language acquisition across the lifespan.

]]> Abrahamsson, N., & Hyltenstam, K. (2009). Age of onset and nativelikeness in a second language: Listener perception versus linguistic scrutiny. Language Learning, 59(2), 249-306. https://doi.org/10.1111/j.1467-9922.2009.00507.x

Baumert, J., Fleckenstein, J., Leucht, M., Köller, O., & Möller, J. (2020). The long‐term proficiency of early, middle, and late starters learning English as a foreign language at school: A narrative review and empirical study. Language Learning, 70(4), 1091–1135. https://doi.org/10.1111/lang.12414

Bergmann, C., Meulman, N., Stowe, L., Sprenger, S., & Schmid, M. (2015). Prolonged L2 immersion engenders little change in morphosyntactic processing of bilingual natives. Neuroreport, 26(17), 1065–1070. https://doi.org/10.1097/WNR.0000000000000469

Birdsong, D. (2014). The Critical Period Hypothesis for second language acquisition: Tailoring the coat of many colors.`1 In M. Pawlak and L. Aronin (Eds.) Essential topics in applied linguistics and multilingualism (pp. 43–50). Springer. https://doi.org/10.1007/978-3-319-01414-2_3

Birdsong, D. (2018). Plasticity, variability and age in second language acquisition and bilingualism. Frontiers in Psychology, 9, https://doi.org/10.3389/fpsyg.2018.00081

Bowden, H. W., Steinhauer, K., Sanz, C., & Ullman, M. T. (2013). Native-like brain processing of syntax can be attained by university foreign language learners. Neuropsychologia, 51(13), 2492–2511. https://doi.org/10.1016/j.neuropsychologia.2013.09.004

Chen, T., & Hartshorne, J. K. (2021). More evidence from over 1.1 million subjects that the critical period for syntax closes in late adolescence. Cognition, 214, 104706. https://doi.org/10.1016/j.cognition.2021.104706

Cook, V., & Singleton, D. (2014). Key topics in second language acquisition. Multilingual Matters.

De Bot, K., Lowie, W., & Verspoor, M. (2007). A Dynamic Systems Theory approach to second language acquisition. Bilingualism: Language and Cognition, 10, 7-21. https://doi.org/10.1017/S1366728906002732

DeKeyser, R. (2003). Implicit and explicit learning. In C. Doughty & M. Long (Eds.), Handbook of second language acquisition (pp. 313–348). Blackwell. https://doi.org/10.1002/9780470756492.ch11

DeLuca, V., Miller, D., Pliatsikas, C., & Rothman, J. (2019). Brain adaptations and neurological indices of processing in adult second language acquisition. In The handbook of the neuroscience of multilingualism (pp.170–196). John Wiley & Sons. https://doi.org/10.1002/9781119387725.ch8

Dollmann, J., Kogan, I., & Weißmann, M. (2020). Speaking accent-free in L2 beyond the critical period: The compensatory role of individual abilities and opportunity structures. Applied Linguistics, 41, 787–809. https://doi.org/10.1093/applin/amz029

Dörnyei, Z. (2009). The psychology of second language acquisition. Oxford University Press.

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]]> language learning and age, age effects in language acquisition, critical period hypothesis, complex dynamic systems theory, neurolinguistics 2025-06-30 https://ijep.ibupress.com/articles/reading-habits-of-university-students-in-north-macedonia 1 35-43 en CC BY-NC-ND 4.0 https://creativecommons.org/licenses/by-nc-nd/4.0/ https://ijep.ibupress.com/file/802/ibu-journal-ijep-6-1-3.pdf Ana Kechan International Balkan University true International Journal of Education and Philology 2671-3535 2671-3543 Balkan University Press https://ijep.ibupress.com
Exploring the Impact of Oral Literature on the Morality of Learners in Primary Schools: A Case of Busongora North Constituency, Kasese District, Uganda exploring-the-impact-of-oral-literature-on-the-morality-of-learners-in-primary-schools-a-case-of-busongora-north-constituency-kasese-district-uganda Volume 6, Issue 1 Research Article 2025 6 The purpose of the study was to explore the impact of oral literature on the morality of learners in primary schools in Busongora North Constituency in Kasese District, Uganda. The study was inspired by the fact that oral literature was not widely taught in primary schools, even when it could have the potential to shape the morals of learners. This could be the reason behind the morality gap among young people in many societies. Therefore, the study focused on investigating how teachers integrate oral literature into their lessons, teachers’ perspectives on the effect of oral literature on the moral development of students, and students’ perspectives on how oral literature influences their behavior and decision-making. The qualitative approach was employed, with in-depth interviews used to collect data from both teachers and students. Sample sizes were determined by data saturation, while respondents were recruited through convenience sampling. Findings reveal that oral literature plays a significant role in the moral development and decision-making processes of primary school learners. Additionally, teachers integrate oral literature in their lessons through various ways, such as storytelling and dramatization. The researchers recommend that the Ministry of Education and Sports and its partners should develop the curriculum further to make oral literature a key topic. There is a need for policy reviews, community partnerships, and further research to investigate the long-term impact of oral literature on moral development and its incorporation into other subjects. These recommendations will maximize the relevance of oral literature in the moral growth of learners.

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Academic Achievement:  A Study of Socio-Cultural Factors Affecting Academic Achievement.  Arab World English Journal, 12(4)387-400. https://dx.doi.org/10.24093/awej/vol12no4.25    

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Proficiency. International Journal of English Literature and Social Sciences (IJELS). 4 (2). https://dx.doi.org/10.22161/ijels.4.2.5

Bulhan, A. (2020). Factors Affecting Dual Language Development: A Case Study of Somali

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Akhtanova, S., & Abisheva, Z. (2024). Challenges Kazakhstani Master’s Students Face in Using English Language Sources. International Journal of Society, Culture, & Language, 12(1) https://doi.org/10.22034/ijscl.2023.2008188.3184 

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]]> oral literature, morality, moral growth and development, teaching, primary schools 2025-06-30 https://ijep.ibupress.com/articles/exploring-the-impact-of-oral-literature-on-the-morality-of-learners-in-primary-schools-a-case-of-busongora-north-constituency-kasese-district-uganda 1 45-58 en CC BY-NC-ND 4.0 https://creativecommons.org/licenses/by-nc-nd/4.0/ https://ijep.ibupress.com/file/801/ibu-journal-ijep-6-1-4.pdf Syllevast Baluku Ibanda University, Uganda true Kule Jerald Benadir University, Mogadishu, Somalia Semei Baluku Ibanda University, Uganda Masereka Michael Kampala International University, Uganda Dago Ali Jamhuriya University of Science and Technology, Somalia MOHAMED ABDULLAHI NOH Benadir University, Mogadishu, Somalia International Journal of Education and Philology 2671-3535 2671-3543 Balkan University Press https://ijep.ibupress.com
Promoting Active Learning Through Warm-up Activities in Higher Education promoting-active-learning-through-warm-up-activities-in-higher-education Volume 6, Issue 1 Research Article 2025 6 This article investigates the role of active learning in higher education through the use of engaging warm-up activities and teachers’ perceptions thereof. Although the latest trends in tertiary education emphasize the importance of student-centered learning, university staff are reluctant to transition from a traditional to an active teaching and learning style (Børte et al., 2023). Warm-up activities promote active learning and have been widely used in English classes, but there is a lack of research into their usage in other subjects. A combination of a quantitative and qualitative study within the Exploratory Action Research approach was employed to analyze a) course instructors’ perceptions of utilizing warm-up activities in higher education courses across various disciplines, and b) the impact of organized training sessions on active learning on teachers’ perceptions and experience with warm-ups.

30 course instructors from 7 faculties at International Balkan University in Skopje participated in the study. Results indicate that the staff from the Faculty of Education are well acquainted with these types of class activities, and they are the ones who use them most frequently. Course instructors from other faculties lack pedagogical knowledge and thus prefer an individual and traditional approach to teaching. The training sessions proved to be effective for the academic staff, as they motivated them to include more warm-up activities and make their classes more student-centered. Therefore, universities should organize training sessions and provide continuous support at an institutional level for all academic staff to promote the use of active learning activities.   

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Council. https://www.teachingenglish.org.uk/sites/teacheng/files/pub_30510_BC%20Explore%20Actions%20Handbook%20ONLINE%20AW.pdf

]]> active learning, warm-up activities, higher education, training, academic staff 2025-06-30 https://ijep.ibupress.com/articles/promoting-active-learning-through-warm-up-activities-in-higher-education 1 59-73 en CC BY-NC-ND 4.0 https://creativecommons.org/licenses/by-nc-nd/4.0/ https://ijep.ibupress.com/file/800/ibu-journal-ijep-6-1-5.pdf Marija Stevkovska International Balkan University true International Journal of Education and Philology 2671-3535 2671-3543 Balkan University Press https://ijep.ibupress.com
Mindfulness, Motivation, and Wellbeing in Primary School Teachers mindfulness-motivation-and-wellbeing-in-primary-school-teachers Volume 6, Issue 1 Research Article 2025 6 The main aim of this research was to examine the relationship between subjective well-being and mindfulness. That is, to examine whether there is a difference between primary school teachers with higher and lower levels of intrinsic motivation in relation to these variables. The research was done on a convenient sample of 280 female teachers from different schools in the R. N. Macedonia.

Three instruments were used: MAAS: Mindful Attention Awareness Scale (Brown & Ryan, 2003), PERMA Profiler (Butler & Kern, 2016), and Aspirations Index (Kasser & Ryan, 1996).

The results of the study showed that, as individual factors, mindfulness and intrinsic motivation have an effect on subjective well-being. The joint effect of the two factors was not confirmed. Subjective well-being was found to be higher in teachers with low levels of intrinsic motivation and high levels of mindfulness, compared to those with low levels of intrinsic motivation and low levels of mindfulness. A difference in subjective well-being was not confirmed for teachers with a high level of intrinsic motivation and different levels of mindfulness.

]]> Brown, K.W., & Ryan, R. M. (2003). The Benefits of Being Present: Mindfulness and Its Role in Psychological Well-Being. Journal of Personality and Social Psychology, 84(4), 822 – 848.

Brown, K. W., Ryan, R. M., & Creswell, J. D. (2007). Mindfulness: Theoretical Foundations and Evidence for its Salutary Effects. Psychological Inquiry, 18(4), 211 – 237.

Butler, J., & Kern, M. L. (2016). The PERMA -Profiler: A brief multidimensional measure of flourishing. International Journal of Wellbeing, 6(3), 1 – 48.

Gehart, D. R. (2012). Mindfulness and Acceptance in Couple and Family Therapy. New York: Springer – Verlag.

Hayes, A.M., & Feldman, G. (2004). Clarifying the Construct of Mindfulness in the Context of Emotion Regulation and the Process of Change in Therapy. Clinical Psychology: Science and Practice, 11(3), 255 – 262.

Kasser, T., & Ryan, R. M. (1996). Further examining the American dream: Differential correlates of intrinsic and extrinsic goals. Personality and Social Psychology Bulletin, 22, 280 – 287.

Ryan, R. M., & Deci, E. L. (2000a). Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development and Well-Being. American Psychologist, 55(1), 68 – 78

Ryan, R. M., & Deci, E.L. (2000b). Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions. Contemporary Educational Psychology, 25, 54 – 67.

Seligman, M. E. P. (2011). Flourish: A visionary new understanding of Happiness and Well-being. New York: Free Press.

]]> mindfulness, intrinsic motivation, subjective wellbeing, teachers 2025-06-30 https://ijep.ibupress.com/articles/mindfulness-motivation-and-wellbeing-in-primary-school-teachers 1 75-83 en CC BY-NC-ND 4.0 https://creativecommons.org/licenses/by-nc-nd/4.0/ https://ijep.ibupress.com/file/799/ibu-journal-ijep-6-1-6.pdf Sonaj Bilal International Balkan University true International Journal of Education and Philology 2671-3535 2671-3543 Balkan University Press https://ijep.ibupress.com