Assessment tool for developing young learner’s language skills contents introduction chapter I. Teaching reading and writing skills to young learners

The structure of the course work: This course work consists of an introduction, two chapters, four paragraphs, a conclusion and a list of references.

CHAPTER I. TEACHING READING AND WRITING SKILLS TO YOUNG LEARNERS

1. 
   Basics of developing reading and writing skills
   

In the heyday of technology, second language teaching and learning uses technological advances to help learners experience a real and purposeful context. Computer-assisted collaborative learning is a way to promote interaction between students and their teachers, as well as between students themselves, using authentic data input in real-world problems.
Computer assisted language learning (CALL) requires new approaches that do not ignore the requirements of the new technological era.¹
Β are online magazines that motivate students to read texts as well as posts from other students. In addition, they can look through many texts and posts and find different or similar opinions with those of other authors before expressing their opinion in a post. In other words, blogs are incentives for personal writing. They not only develop their literacy skills, but also their e-literacy. Students learn to use a computer; they use search engines to browse the web and they use a word processor to write a post.
The aim of this study was to find out if B1 level students can easily and correctly use blogs and if they can improve their reading and writing skills with the help of blogs. To conduct this study, specific research questions were formulated.

1. 
   Does CEFR encourage the use of online communication using blogs?
   
2. 
   How can blogs improve the writing skills of young learners?
   
3. 
   reading skills in younger students?
   
4. 
   Does the context of teaching in institutes of foreign languages encourage the use of CMCs in teaching English?
   
5. 
   Can blogs develop a positive attitude towards reading and writing?
   

Teachers, who were also researchers, modified the curriculum and the learning process by integrating technology into the lessons, thereby adapting and applying a differentiated form of classroom learning. The study involved two groups of students. A control group that used a textbook and an experimental group that learned through differentiated learning. The researchers used the same tests, focusing on reading and writing skills for both groups. Pre- and post-semi-structured interviews were also conducted with the experimental group to ascertain students' attitudes and feelings both before and after differentiated learning.²
Theoretical Foundations for the Application of CEFR at the Institute of Foreign Languages
In Greece, schoolchildren usually study English as a foreign language in the private sector, also known as foreign language institutes. These institutions follow the Common European Framework of Reference (CEFR) and use textbooks developed according to their specifications. CEFR not only provides a framework for developing curricula and teaching materials, but also provides guidance on how to assess each level of language learning.
Τ Common European Reference Frame (CEFR)
CEFR was developed in the 1960s when the Council of Europe sought to facilitate communication between its member states. Their aim was to establish that all citizens learn both their mother tongue and the other languages of the member states . In the 1970s, the focus was on developing a positive attitude towards language learning. Therefore, learning objectives have been developed in the form of statements of what can be done to increase student autonomy, independence and motivation. It is essential that goals dictate what learners can do, even at the lowest levels (Council of Europe). By the 1990s, a complete framework for language learning, teaching, and assessment had been developed , focusing on plurilingualism, positive enforcement in learning, textbook development, and transparency of test criteria. He divided language proficiency into six levels; two basic A levels (A1, A2), two independent B levels (B1, B2) and two Proficient C levels (C1, C2) (Council of Europe).³
CEFR and young learners
CEFR was originally designed to meet the communication needs of adult speakers. However, under the influence of globalization, parental expectations and political support, there is a tendency to introduce English as a foreign language into various curricula both in primary schools and in institutes of foreign languages. The idea behind the development of language descriptors for younger students was that language learning is a priority and that skill acquisition needs to be improved from an early age. Therefore, language descriptors should be created for young learners between the ages of 6 and 15 (levels A1 to B1, according to CEFR).
CEFR and writing skills
In terms of writing skills, the CEFR uses global scale criteria and defines an independent user (level B1) with "can - do" statements as someone who "can produce simple, related text on topics that are familiar or of personal interest." and can describe experiences, events, hopes, dreams, ambitions and briefly give reasons and explanations for opinions and plans . ⁴
Writing is a production activity. Taking general written production into account, CEFR defines a B1 level user as someone who "can write simple coherent texts on a range of familiar topics within their area of interest" . In other words, B1 level users should be able to write about topics that interest them, express their experiences or describe events. Grammar correctness and correct use of vocabulary are also of great importance. The linguistic aspect of writing is taken into account when students compose written texts and when these texts are corrected.
Both the linguistic aspect of writing and its contextual aspect are important. It is extremely important to understand the context of communication, the social status of writers-readers, socio-cultural conventions, the purpose and different genres of writing. Considering general written interaction , B1 level students should be able to write personal letters or notes, communicate important information, and try to get the message they want to convey to their readers. To be more specific, they should describe personal experiences/feelings, write factual information emails (correspondence), and write simple and relevant pieces of information to friends (notes, messages, and forms).⁵
CEFR and reading skills
Reading can be seen as a receptive skill. According to the CEFR general reading comprehension criterion , a B1 level user can read factual information about texts relevant to his/her interests with a satisfactory level of comprehension. For example, he or she must be able to understand the events and feelings when texting a friend (reading the email). He or she must also understand information on everyday topics (such as in advertisements or brochures) and understand whether the information they are reading is relevant to the topic (reading for orientation ) . In addition, if user B1 has enough time to reread, he can recognize the most significant and main points of the text on a familiar topic (reading for information). He or she may also read for leisure, understanding descriptions of places, events, and feelings. In this way, students develop critical reading skills. Leisure Reading is a recent change in the CEFR descriptors regarding reading as a receptive skill and it lowers the affective filter of students.
CEFR and Computer Communication (CMC)
Nowadays, with the advent of technology and the Internet, young learners can interact online using their computer and an online application (eg blogs, email, instant messaging). Students can communicate simultaneously with one or more interlocutors online, post messages of others and use other media (audio- video- hyperlinks). CEFR has taken this trend into account and has developed online engagement criteria for level B1 users. That is:

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  B1 users can post their contribution online on a familiar topic if they have prepared the text in advance, and they can use online tools (eg online dictionaries/grammars) to check language accuracy.
  
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  They can post information about personal experiences and feelings and respond to comments from others. However, some lexical errors are possible.
  
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  They can collaborate online by explaining or clarifying details and asking questions. Online collaboration can increase their motivation and involvement in the learning process.
  
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  Online collaboration can be made easier if there are visual elements such as images. The use of animation and video can support and encourage online learning and, in particular, online group collaboration.
  

Writing can be defined as the output of learners when they have received sufficient input. It is considered to be perhaps the most difficult skill as it involves handwriting, spelling, grammar, syntax, and the organization of paragraphs and ideas. There are three approaches to writing; text-oriented, writer-oriented, and reader-oriented. To begin with, the text-oriented approach considers texts as autonomous entities in which writers express their intended meaning by following grammatical rules, paying particular attention to form, output, and accuracy.⁶
Next, Writer-Oriented writer-centric approach; his/her creativity, cognitive processes and context. Thinking before writing, the free expression of ideas, and the writer's imagination are some of his characteristics. Finally, the reader-centered approach views writing as a social interaction and social construct. It became popular around the 1980s and sees writing as a social process of creating knowledge and agreeing on meaning.
Reading skills
Reading is the reader's attempt to understand what the text is about. In other words, it is a dialogue between the text and the reader. Reading has specific goals. For example:

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  Reading to find specific information. This is called scanning . Readers are trying to learn about a particular word or piece of information.
  
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  Reading for skimming the text. This is done for a general understanding of the text.
  
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  Reading to learn from texts. It occurs in an academic context where the reader must memorize information and details.
  
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  Reading to integrate information. The reader decides what information to use to write and critique the content.
  

Preliminary Reading
In the pre-reading phase, teachers should help students activate their background knowledge and their cognitive schemas in order to be fully prepared to learn a new text. In a similar study by the EFL, students' reading comprehension improved by activating their background knowledge and using graphic organizers. In terms of pre-reading activities, brainstorming, pre-reading vocabulary, pre-reading questions, predictions, and the use of visual materials are some of the means to increase student motivation . Nowadays, thanks to the development of technology and the Internet, students can access visual aids as they brainstorm ideas and make guesses about the text by finding images and relevant information about the text.⁷
Reading stage
At this stage, readers know they have a reason to read, they recognize the structure of the text, identify the main ideas, and connect their background knowledge to the text. They skim the text to find a piece of information or a word and skim it to get a general idea of it.
Stage after reading
During this stage, students can use the language they have learned in previous stages and transform it into another skill such as writing or speaking . Moreover, they must understand the author's intent and develop critical thinking. Post-reading activities include: retelling the meaning of the text, role- playing based on the history of the text and characters, debriefing the text, filling in charts and tables with data from the text, writing a paragraph, and participating in a class. discussion.
Differentiated learning is the active response of the teacher to the needs of the students . The teacher prepares his teaching in a variety of ways to meet the different needs of the students and make adjustments - there is no single approach. It is also aimed at students approach, given that not all students have the same needs, socio-cultural and linguistic background, interests and abilities.⁸
Content differentiation
By "content" we mean what should be taught, in what order, and what level of knowledge our students should achieve. There are several materials available to support student access to learning. Audiovisual materials are suitable for many learning styles; auditory (listening to audio files), visual (viewing images/videos), and kinesthetic (bodily sensations).
When we talk about process, we mean the ways in which learners understand input. Students can work individually, in pairs or in small groups. Flexible grouping is a way of grouping students according to their similarities or even differences. Teachers can also encourage students to work in different groups by changing both the social environment (there may be collaborative learning) and the physical environment (for example, providing space in the classroom for students who are easily distracted).
The product is about how learners show they have learned something and what they can do. Teachers should encourage students to help them participate more in assignments. A product may not only be written (eg a report or task), but it may also be oral (eg acting out) or something that entails action and movement (eg dancing).
Thus, students create a product based on their preferred learning style.
Differentiation through the environment
The environment is the learning and learning environment. It should be a place where everyone feels welcome, and this can be achieved through simple everyday things, such as rearranging seats or changing classrooms (Tomlinson, 2001). To illustrate this, students should be able to leave their desks and sit on the floor or move around the classroom. In addition, teachers know that students need safety, shelter, and a nurturing environment.⁹
Use of blogs
A blog can be defined as an online magazine that users can keep up to date by posting. It is the first widely used reader/writer tool on the web. Its interface is simple and requires no special skills to understand Hypertext Markup Language (HTML) scripts. In addition, there is a base word doc. that can be used to write a post and reply to it. Users can also add images, hyperlinks, audio files or videos. The language used is printed and written, but appears to be informal and colloquial.
The usefulness of a blog lies in the fact that it provides a common framework for the exchange of ideas and discussions between users, so that negotiations and communication take place. Hence, it creates a sense of community; users of a particular blog usually have the same interests and the same goals.¹⁰
Using blogs in ELT
Computer-assisted language learning has helped both teachers and students by providing alternative means of sharing personal knowledge, communicating and negotiating with each other. A blog is a web technology that supports collaboration and enhances student achievement.
Blogs can be used for a variety of pedagogical reasons in ELT. First, they create a sense of community; students can share their opinions, ask questions and collaborate with peers. Students can then take control of their own learning by working at their own pace, browsing the Internet to gather information, taking the initiative without teacher intervention, and using images, audio/video files, and hyperlinks. In addition, self-publishing online encourages a sense of responsibility and enhances student independence. ¹¹
As for communicative competence In the case of blogs, blogs improve language competence as learners try to write neatly in order to become understandable and acquire pragmatic competence. Not to mention that their sociolinguistic competence is enhanced when students communicate effectively, taking into account factors such as social class, age, context, and level of education. Last but not least, intercultural competence. is also of great importance; students must understand the needs of others, ethnicity and culture .
The purpose of this study is to find out if blogs can improve reading and writing skills by engaging students in an online community and promoting collaborative learning. To be more specific, students will read other people's posts, write their own while commenting, make suggestions and feedback on bugs, search for information on the Internet and read various texts, thereby developing critical thinking. Using technology in the classroom, the teacher will modify the curriculum to adapt to the different needs and interests of students and develop language skills.
The teacher collaborated with a university professor and both created the Talkback project, in which the teacher's high school students communicated with university students using a blog and discussed literary books. The results showed increased motivation and collaboration with peers, as well as an improvement in their writing skills.¹²
Two groups of students were recruited for this study; control group and