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

The aim of the course work. Check out a variety of tips for teaching and testing B1 writing skills. Understand how this guide can be used to help students improve this skill in a meaningful way.
The purpose of the course work. The purpose of the course work was to establish which ways of writing in English (methods, approaches, strategies, techniques, etc.) were more effective for B1 level students, as well as to determine the reasons why students made such a choice.
The task of the course work :

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  Fundamentals of developing reading and writing skills
  
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  Ways to Improve Reading and Writing Skills
  
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  Effective ways to teach writing skills to B1 level students in the Uzbek education system
  
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  Integrating Reading and Writing in EFL Language Learners
  

The object of the course work. In this study, students were familiar with technology and the Internet. But the same does not happen with the use of blogs. None of the students knew what a blog was. Once they were involved in the blog lessons, they were eager to express their point of view by writing in English, collaborating with their classmates and helping each other. Finally, the affective factor is no less important. In the beginning, the students in this study were a little worried about using the blog. Over time, they began to get used to it and felt relaxed and creative when using it.
The subject of the course work. In terms of students' perceptions of their own improvement, we found that below-intermediate students felt they improved vocabulary, grammar structures, punctuation, spelling, oral communication, and cultural knowledge skills at a high rate. Students' perceptions of their reading comprehension skills were divided between very high and high, and listening comprehension was rated at only moderate. On the other hand, a high percentage of intermediate participants felt that their skills in punctuation, spelling, reading comprehension, oral communication, and cultural knowledge were improving at a very high rate. Thus, a very high/high perception of improvement in most parameters after using authentic materials can be noted. These findings apply to both intermediate and intermediate level students. However, it is clearly shown that this perception is higher at level 5 than at level 4. Another aspect that was noted is that level 4 students felt that their improvement in listening comprehension was lower than they expected.