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

Blog-based lessons and differentiated learning

The lessons were conducted in accordance with the principles of differentiated learning. The students did not use their textbook at all. The material they used was audiovisual, not pencil and paper. For example, they browsed various websites that were hyperlinked to the researcher's original post and viewed the images and videos posted by the researchers in the original posts. Students had access to learning and explored various topics using their senses.
The product was also different. Students had to write a post answering questions after watching a video or posted image and after reading a short text. The blog post created a sense of community (bloosphere). The students enjoyed sharing ideas with others and were motivated as their product was not corrected and graded as is the case with regular lessons. Last but not least, the rearrangement of the seats was also motivating. Unfortunately, it was impossible to use the computer class due to administrative reasons. Therefore, the same class was used. However, the students sat where they liked and formed couples on their own initiative. They preferred to use their computers and blackboard instead of their textbooks.¹³
Blog Design in a Specific Learning Situation
The blogs also used various plugins such as visuals, hyperlinks, videos and texts. Students can use hyperlinks to browse other websites and search for information, leading to independent exploration. Teachers used such media to warm up students. They then had to respond to a blog post posted by teachers by leaving a comment. After that, they could use the ideas from the previous task and implement them in the second task by creating another post, helping and correcting each other.

Results of pre-semi-structured interviews with the experimental group

The experimental group was given a semi-structured interview in advance. First, the involvement of students in learning English was studied; 50% of the students were certified in English and 3 out of 4 students thought they were good readers, while only 2 out of 4 thought they were good writers (Figure 1).
Figure 1: Students' own assessment of reading and writing

Further, it included questions concerning the attitude of students to classes at the Institute of Foreign Languages. All the students liked the lessons, but they would like to add technology to these lessons (Figure 2).
Figure 2: What students want to include in their lessons

At the end, questions were also included regarding students and their attitudes towards technology. All of them used the Internet for studying, watching videos and playing games, but none of them knew what a blog was and never wrote an email (Figure 3).
Figure 3: Students and computer/internet usage