1. IntroductionIt is clear today that learning a language means learning to use the language and not learning to know it. Language use depends on our competencies (knowledge, skills and characteristics) that enable us to engage in communicative activities. The Common European Framework of Reference (CEFR) begins its treatment of language use through the context of communication, which it divides into four areas: personal, public, professional and educational. It identifies four modes of communication: production (speaking and writing), reception (listening and reading), interaction (speaking and writing) and mediation (translation and interpretation). The language programs of different institutions organize their work in the way that learners use the general skills they bring with them, but also develop them further. It is therefore essential that each course has clearly stated learning objectives that are measurable and can demonstrate the student's progress. A student's mastery of the language can be demonstrated by matching assessment activities with learning activities and through simulating or simulating actual use of the language for communicative purposes (here we refer to the four communication models mentioned previously). Successful completion of university language courses does not always mean that the student has mastered the language and can use it to communicate. These are mainly cases where language lessons are treated as part of the programs while the rest of the teaching is in L1. The situation of higher education in Macedonia is the same in almost all public and private universities. In state universities, the number of students per class is so high that this is possible. REFERENCES Chevarria, J., Vogt, ME, & Short, D. (2007). Making content understandable for English learners: the SIOP® model. Boston, MA: Allyn & Bacon. Fraenkel, J.R., Wallen, N.E. (2003). How to design and evaluate educational research. McGraw-Hill Higher Education. HARMER, Jeremy. The practice of teaching the English language. Pearson Education Limited, 2001. ISBN 0 582 40385 5Kareva V. The influence of classroom communication on student engagement with university. Thesis from South East European University. (2011) Available from [email protected] Fluency in English. (2011) http://www.testenglishproficiency.com/TestEnglishProficiency.html Accessed March 3, 2013 Hyland, K. (2010). Writing in a second language. Cambridge University Press. White, E., M. Teaching and assessment of writing. Calendar Islands Publishers. Portland, Maine.