Prof. Dr. Qatip ArifiQatip Arifi
Putting learners first.
Welcome to my academic portfolio. Explore my work in applied linguistics, language assessment and learner-centered foreign-language education.
Language is a
human endeavor.
Prof. Dr. Qatip Arifi’s work connects the study of language with the lived experience of learning it.
Working across applied linguistics and language education, his interests center on how people learn, how progress is assessed, and how foreign-language teaching can respond more closely to learners’ needs.
From CEFR-aligned self-assessment to humanistic classroom practice, a recurring concern is the relationship between educational frameworks and the individuals they are intended to serve.
Academic foundations
Doctoral study in learner needs and CEFR-aligned self-assessment.
Graduate education in language learning and teaching.
Foundations in English language and literary studies.
Six connected lines of inquiry
Applied linguistics
Connecting language education with the needs and experiences of learners.
English as a Foreign Language
Exploring effective approaches to English teaching and learning in EFL contexts.
English for Specific Purposes
Understanding communicative needs in academic, professional and occupational settings.
Assessment & the CEFR
Examining CEFR-based assessment and meaningful learner self-assessment.
Humanistic teaching
Considering communicative approaches, relationships and the whole learner.
Motivation & interaction
Exploring student engagement and the social dynamics of the language classroom.
Selected publications
Humanistic Approach in Teaching Foreign Language (from the Teacher Perspective)
An exploration of humanistic foreign-language teaching from the teacher’s perspective, with attention to classroom relationships, student engagement and language development. The work considers how teaching can acknowledge learners as people, alongside their linguistic progress.
DOI: 10.19044/esj.2017.v13n35p194View DOI record ↗
The CEFR and the Needs of the ESP Students
An examination of whether CEFR self-assessment descriptors reflect the practical language needs of English for Specific Purposes students. The inquiry brings a needs-oriented perspective to the relationship between general proficiency frameworks and language use in specific contexts.
From a common framework to individual needs.
His doctoral research focused on developing CEFR-aligned self-assessment checklists attentive to students’ language-learning and occupational needs—bringing the learner’s context into the assessment process.
Learning begins with the learner.
A learner-centered, humanistic approach provides a thread through Arifi’s teaching interests and research. The emphasis is on responsive foreign-language education: understanding learners’ needs, encouraging meaningful interaction, and making room for reflection.
The learner as a person
A humanistic perspective attends to confidence, relationships and engagement, as well as language development.
Communication with purpose
Language learning becomes meaningful when classroom interaction connects with learners’ practical needs.
Reflection as part of learning
Self-assessment helps learners to consider their progress in relation to their goals and the contexts in which they use language.
An academic path across institutions
Arifi’s academic career includes associations with South East European University and AAB College. Mother Teresa University in Skopje also appears in his professional profile.
Across these academic contexts, language education and the needs of learners remain the central focus.
A conversation starts with a shared question.
For scholarly exchange and conversations about applied linguistics, language assessment or learner-centered education, please get in touch.
qatiparifi@gmail.comWrite an email ↗