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

CONCLUSION
Young people learning English as a foreign language learn to read and write in English from the first years of their education through the textbooks they use. As far as students' reading skills are concerned, the texts in the textbook are not authentic. In terms of writing skills, students are usually required to read a typed text and create a similar written text, with no real audience or purpose in mind.
Here technology comes to the rescue, or rather, computer language learning. Nowadays, young students are familiar with the use of computers and the Internet for various reasons, such as playing computer games and finding information on the Internet for school projects.
In conclusion, the use of blogs has been found to be useful in enhancing students' literacy skills. There were some obstacles in this process, but the blogs were found to encourage the learning of English as a foreign language in the particular language center in which they were used.
This study showed that elementary-intermediate students improved one of the dimensions of communicative competence, clarity/organization (consistency), a finding supported by statistically significant differences. Moreover, it was noted that in the absence of a statistically significant difference in language competence, the number of errors in punctuation, word choice and verb tense decreased. On the other hand, intermediate students improved both communicative competence (relevance, clarity/organization) and linguistic competence (most dimensions): that is, coherence and coherence. However, this improvement is not supported by a statistically significant difference.
Having finished explaining the result of the study, the researcher made two conclusions. The first conclusion is that different ways of teaching writing, such as the "supervised to free" approach along with supervised writing and parallel writing, can significantly improve students' writing skills. In this case, the students were able to construct sentences correctly based on the grammar explained by the researcher. They also used relevant vocabulary related to the topic in their letters. In general, students are encouraged to practice writing as much as possible. Since writing is a skill that comes with practice, it makes sense to say that the more they practice writing, the better they will write.
Based on the results of the study, I strongly recommend that further researchers of foreign language writing strategies use a combination of qualitative and quantitative approaches in an experimental form. It is expected that the result of the study can be used as an additional reference for further research, especially research related to teaching writing. The researcher also hopes that other researchers will be able to apply this technique to a different level of learners.
In terms of students' opinions about the different types of authentic resources used in the classroom, a high percentage found these resources useful, interesting, and easy to use (however, middle-level participants were noted to have a higher opinion of them). Therefore, this study provides support for the use of authentic materials in the EFL classroom. Although student performance was not as high as expected, it was noted that students in the experimental groups performed much better than the control groups. In addition, since they were able to understand the main idea of most of the authentic resources used, the vast majority of participants increased their self-confidence by using English to communicate. This led to their overall motivation, in turn, increased.
In this way, the participants improved their coherence, cohesion and cultural understanding, as well as their language proficiency in terms of proper lexical and syntactic use. They also developed their cognitive skills because they had to pay attention to information from authentic resources and then use the cue they received to work on creative writing.