Assessment tool for developing young learner’s language skills contents introduction chapter I. Teaching reading and writing skills to young learners
Integrating reading and writing in EFL language learners
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assessment tool for developing young learners language skills (1) (1)
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2.2. Integrating reading and writing in EFL language learners
The results of the study showed that strategies for improving writing skills through methods such as the controlled-to-free approach, guided writing, and parallel writing techniques were found to be beneficial in teaching English writing to B1 students. It can be seen from the data analysis statistics that the results of the post-test showed that the students who were taught the content of the study improved their writing skills significantly and overcame some of their problems. At the same time, an additional number of confirmations of the hypothesis was obtained due to the information collected from the distributed questionnaires, completed observations within the two groups. After that, the data were carefully studied and appropriate conclusions were drawn. During the teaching and learning process, the researcher gave students individual feedback. This kind of feedback helped students understand the material better as they learned about their mistakes, especially those students who did not want to ask about what they did not understand. In addition, it gave the researcher an opportunity to get closer to the students. This section of the research paper is devoted to presenting the results of the research based on the responses of teachers and students to questionnaires and pre-post-tests, which will be subjected to a thorough statistical analysis. The steps in the data analysis process included determining the means and standard deviation of each student to check if the average post-test scores were the same as expected. 24 people answered the questionnaire for students. The purpose of this measurement is to determine the writing strategies corresponding to the stages of the writing process. It is also designed to identify students' strengths and weaknesses in terms of writing skills. Students were asked to indicate in writing their strengths and weaknesses and to list with a mouse click those tasks that they liked and those that they did not like. It was hoped that student responses would clarify aspects of writing in a foreign language that students struggled with. The responses to a question in which students were asked to list their favorite writing assignments were as follows: letters, emails, essays, descriptions, stories, instructions, articles, poems. The writing tasks that the sample group disliked were identified as: letters, essays, stories, descriptions, reviews, and emails. Table 1 provides a detailed breakdown of student responses.
Preliminary test. Having collected the results of the survey, the researcher conducted a preliminary test in order to clarify the level and background knowledge of students in writing skills in English. The second purpose of pre-testing was to compare skill progress at the end of the study. Pre-testing was done for both groups to assess their language abilities before the start of the lessons to be given by the researcher. It was handed out to the participants and asked to finish in 60 minutes. The results obtained were calculated and analyzed and presented in the form of tables. Download 467.93 Kb. Do'stlaringiz bilan baham: 
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