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

CHAPTER II. GUIDE TO TEACH AND TEST READING AND WRITING SKILLS AT B1 LEVEL STUDENTS
2.1. Effective ways of teaching writing skill for B1 learners in Uzbek educational system
There are 4 skills every English learner should know including reading, writing, listening and speaking.
Most English learners tend to face some barriers when writing as it is considered to be one of the difficult aspects of the English language. Writing is a progressive activity as we write and reread our letter and then make some corrections and changes. This is what most B1 level students experience with writing assignments such as essays and graduation projects that become a requirement for them to graduate from university. B1 level students usually suffer from poor vocabulary and incorrect use of it in a sentence. They often use clumsy language and unconventional grammar, which is frustrating for the reader.
In this part, we intended to use a controlled-to-free approach, which will help to achieve the successful outcome of this article. During the research work, the researcher combined qualitative and quantitative research methods.
The qualitative method is used to understand the concepts, thoughts, and experiences of research in an area that helped the researcher formulate the research hypothesis. Observation, interviews with open-ended questions and questionnaires were taken from respondents to conduct a qualitative approach.
A quantitative method that provides a systematic, factual and accurate description of the situation, obtains and analyzes the data of the research work. This helped the researcher test the hypothesis. In the current research work, pre- and post-tests were carried out using a quantitative method.
This study utilized several tools that were used to collect information regarding research issues. This is an observation sheet, interview protocol, questionnaires, feedback, pre- and post-tests.
Observation is known as a method of data collection in which the researcher notes information for the duration of the investigation. Margogno stated that "Surveillance is a data collection method that uses observations from a study" (Margogno, 2006). The observation sheet was used during class observation. This classroom observation was carried out directly, as the researcher observed the process of teaching and learning directly while attending the class. Through observation, which of the methods of teaching writing, investigated in the course of the research work, is more effective, will be determined step by step.
Interviews seem to be more time consuming because they give insight into past experiences, perceptions, and feelings of the interviewees. Therefore, it is one of the most appropriate data collection methods. The researcher used the interview to collect information from teachers dealing with their writing problems. Specific questions were asked to various groups of the university, as well as teachers of school No. 38 of the Zangiota region. The current study approached respondents by carefully designing interview questions that were based on data collected from questionnaires.
Questioning makes it easier for the researcher to obtain statistically significant data about the respondents. In the context of this study, the researcher will distribute questionnaires to students on how to apply the techniques; the benefits they receive, the problem they are facing, and the equipment they use. This ongoing research aimed to conduct surveys to ascertain which writing strategies were preferred by a particular group of students, and then explore the reasons for choosing students in this regard.
Test. The researcher also shared a written test at the beginning of the observation and at the end of each cycle. Respondents were asked to write with several guidelines. First of all, the most important attention was paid to the application of experiential lessons through pre-testing, which was used to test the general knowledge of students. Thereafter, the post-test was useful in assessing the language acquisition process of students after the experimental sessions.
Each data collection tool has its own advantages, but also limitations. The choice of data collection methods for this study was based on careful consideration of the study questions. In addition, the conduct of the survey and elements such as the time factor, access to respondents, and location of the survey were included .
During the experiment, important data were carefully examined in order to confirm the hypothesis of this qualifying work. The methods of the current work were qualitative and quantitative, the means and normative changes of both the control and experimental groups were calculated in order to obtain a positive effect of various ways of teaching writing on student achievement.
In qualitative research, data are vitrified through careful observation, interviews, and questionnaires. The study of diligence in this study is an intensive observation of the collection of data on effective ways of teaching writing to B1 students at UZGPU and School No. 38 of the Zangiata district. After that, the researcher collected data from a questionnaire of students who had to check the analysis of the need for learning a foreign language and its basic language skills. Quantitative data were collected using pre- and post-test results, in which the researchers presented a statistical comparison of the results obtained.
After the observation, I met with the teachers who were interviewed to discuss the writing skills of the students. It was decided that there were a number of problems related to insufficient vocabulary, unfinished thoughts, and an inability to express one's thoughts effectively. Due to these problems, we decided to choose the most effective ways and strategies to implement with our freshmen. The strategies we have chosen are a controlled to free approach along with parallel writing instruction, vocabulary preview, integration of writing with reading skills. During the two months of the study, the researcher, together with the class teacher of the experimental group, group 1 (Experiment), implemented the above strategies from the writing workshop. With control group 2, we simply followed the curriculum with our students. We discussed not only what we could do to support B1 students in writing, but what effective ways we could add.
For group 1, task-based handouts that included different ways of writing techniques and strategies. Each of the handouts begins with reading materials, vocabulary exercises, questions designed to express thoughts. After collecting the necessary information and vocabulary on the topic, he proceeds to write actions from simple to complex. Thus, they are expected to practice and improve their writing skills through reading materials. For each task, writing instructions and parallels based on a supervised approach were implemented as we progressed through the writing process. We have purposefully created a supportive writing environment so that all students feel comfortable and safe to write their ideas without fear of harsh criticism. So we've been investigating for two months.
One of the noticeable things is that we tried not to focus on punctuation and grammatical errors. We wanted students to have the freedom to express themselves in writing, in other words, we mainly focused on fluency.
At the end of the study, the researcher met again to analyze the data and discuss the improvement in writing skills for the majority of students and possible reasons for those who did not. We agreed that the implementation of the methods mentioned above has proven to be beneficial not only for B1 students, but for students at all levels.