• Nina Daskalovska
  • Tatjana Ulanska
  • Adrijana Hadzi-Nikolova
Keywords: explicit learning, supplemental instruction, language competence


This paper reports on the initial results of the project “Supplemental instruction as a tool for improving students’ language competence at the Faculty of Philology”. The project started in 2017 at the Faculty of Philology in Stip with the main objective of determining the effects of supplemental instruction on improving students’ language competence. Based on the results of the placement test for all participants in order to determine their level of language competence, the participants were divided into two groups – A and B. The supplemental instruction in the first semester was conducted with group A, which was the experimental group, using explicit teaching methods, while group B was the control group. The results of the experimental group showed that there was a significant difference between the pre-test and the post-test, especially in the writing section of the test, while the results of the control group did not show any statistically significant difference.


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How to Cite
Daskalovska, N., Ulanska, T., & Hadzi-Nikolova, A. (2019). THE EFFECTS OF EXPLICIT SUPPLEMENTAL INSTRUCTION ON STUDENTS’ LANGUAGE COMPETENCE. Knowledge International Journal, 30(5), 1151 - 1155. Retrieved from