Ass. Prof. Iskra Stamenkoska Faculty of Applied Foreign Languages

  • Function: Languages
  • Subjects:
  • Education:

Title, Name and Surname:

Assistant Professor Iskra Stamenkoska, PhD


Short narrative bio:

I completed my elementary and secondary education in Skopje. I spent my senior year in high school as an exchange student in Washington State, USA. In 2001, I received my BA in English Language and Literature at the Faculty of Philology at UKIM – Skopje. I completed my graduate studies in Applied Linguistics in 2011, after successfully defending my master thesis entitled Dictation- A Technique for Developing Language Proficiency. I received my doctoral degree from the Faculty of Philology at UKIM – Skopje in 2018, after completing my doctoral dissertation The Use of Portfolio in Comparison with Traditional Methods in the Formative and Summative Assessment of the Language Proficiency of English as a Foreign Language.

In 2013 I received the Junior Faculty Development Program fellowship, sponsored by the American Councils and the US Department of State. I spent one semester at Iowa State University as a visiting scholar, auditing courses at the English Department and doing research on curriculum design and Team-Based Learning.

In 2017 I became a Cambridge Delta certified teacher and teacher trainer – an internationally recognized advanced teaching certificate awarded by Cambridge Assessment English, part of the University of Cambridge.

I have been part of faculty at FON University since its founding in 2003. At the beginning, I worked as a language instructor teaching various English language courses. I am currently Assistant Professor and core faculty within the Foreign Language Studies B.A. program and the Master of Arts in TESOL Program.

At the moment I am the Chair of the University Committee for Self-Evaluation of university curricula, coordinating the self-evaluation process of all university faculty. I also serve as a member of the University Senate. 

I have been actively engaged in improving both the formal and informal education in the Republic of North Macedonia. Between 2013 and 2015, I volunteered at the American Corner in Skopje, moderating and facilitating a series of workshops on developing academic writing skills. Between 2015 and 2018, I served as a project manager of Graphic Novels 101, an extra-curricular program which encompassed around 80 secondary-school students from Skopje. In 2018, I designed and facilitated a 6-week course on Second Language Assessment for teachers of English in Macedonia. In 2019 and 2020, I was part of Teaching for Success teacher training program in different parts of Tunisia to lower primary school government teachers. Since 2019, I have been co-teaching an online teacher training course on arts-based pedagogies, through the specialist teacher development institute NILE from the UK.


Course you have been teaching and courses you are teaching currently:

BA Courses:

Modern English Language 3 and 4

Modern English Language 5 and 6

Approaches and Methods in TEFL 1

Approaches and Methods in TEFL 2

Practicum in TEFL

MA Courses:

L2 Curriculum Design 


Subjects and research fields of BA, MA, or PhD thesis you’ve supervised and are interested in supervising:

Teaching English as a Foreign/Second Language

Second Language Acquisition


Research interests:

L2 Assessment

Innovative instructional strategies

The Flipped Classroom

Team-Based Learning

Visual literacy

Critical thinking in L2

L2 teacher education


List of published articles (academic journals), texts (in edited books) and books:

Stamenkoska, I. Popovski-Golubovikj. (2019). On Students’ Perceptions About Graphic Novels in an EFL Learning Context – Evaluation of an Experimental Program. Journal of Applied Languages and Linguistics, 3(2). (Peer-reviewed, international board)

Stamenkoska, I. Popovski-Golubovikj. (2019). Making reading visible: graphic novels in the EFL classroom. TESOL Connections, 1-7.

Stamenkoska, I. (2018). On Students’ Perception About Self-Assessment and Peer-Assessment as Part of a Portfolio Assessment Model. Journal of Applied Languages and Linguistics, 2(1), pp.32-41.

Stamenkoska, I. (2018). Idioms in the EFL Classroom. Horizonti Journal, Series A. St. Kliment Ohidski University of Bitola.  (Peer-reviewed, international board)

Stamenkoska, I. (2017). Using Pre-Reading Strategies with EFL Students to Facilitate Successful Reading Comprehension. ELTA Journal- An Interdisciplinary Journal of EFL Practice & Research, 5(5), 2334-9662, 97-106.  (Peer-reviewed, international board)

Lazarova, A., Kardaleska, Lj. & Stamenkoska, I. (2014). On parents’ beliefs about early second language acquisition. ELLSEE Proceedings. 4th International Conference of English Language and Literature Studies: Embracing Edges. English Department, Faculty of Philology, University of Belgrade. pp. 221-233. (Peer-reviewed, international board)

Jakimova, G., Nikoloska, N., Panova, B. & Stamenkoska, I. (2010). Assessment of L2 Skills. Improving Second Language Teaching Methodology (British Council Macedonia). National Guidebook for Language Teaching. pp. 79-94.

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