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

Ways to improve reading and writing skills

Certain difficulties arose before and during the stage of differentiated education, which was held at the Institute of Foreign Languages. To begin with, differentiated instruction with the experimental group was originally four hours per week, but for administrative reasons it was changed to two hours per week. Another limitation was the inability to use the computer lab because other students used it to practice tests. Thus, the students in the experimental group had to stay in the classroom using only two computers. This resulted in pair work most of the time. More time was needed for blogging lessons, but parental pressure to cover more of the curriculum prevented more time from blogging. This is what the students also wanted (in other words, to practice blogging) in their post-semi-structured interviews. Finally, it was a semi-scale study reflecting only a specific group of students. It is desirable that more students be included, students from other classes of the same institute of foreign languages or even from other institutes and public schools.
experimental group. Both groups performed tests before and after reading and writing the same content. In addition, a pre-semi-structured interview was conducted with the experimental group to reveal their attitudes and feelings. There were also recordings of lessons. Data analysis that was collected was a step that followed the results of post-testing between the control group and the experimental group to check whether the applied teaching methods, techniques and tools led to the desired results. The last step was conscious action; researchers needed to take concrete steps to avoid mistakes made by learners in the past, such as changing teaching methods and techniques.
The analysis could also be reported, in the sense that the students took part in pre-prepared semi-structured interviews, all of which were tape-recorded. In addition, the lessons were also recorded on a tape recorder. Thus, the object of content analysis was recorded communication. Another important feature was the natural setting; students conducted lessons in a real context (in the classroom) and were real participants, working in small groups; experimental group (four students) and control group (six students).
Questioning students before and after training is a key moment in qualitative analysis. In the case of this study, the interview was used to obtain information about students' attitudes, beliefs and feelings towards learning English as a foreign language in a language institute and the use of technology (in the case of this study, the use of blogs). It should be noted that interviewing is the basis of qualitative analysis. However, ethical issues may arise in this case. For example, the consent of both parents and students was requested, and the administration was also informed and asked for consent.
Observation is another focus of qualitative analysis, since in this case the researchers also become observers. However, in the case of this study, if the students knew they were being observed, they might behave differently during the lesson than they usually do. Thus, researchers had to observe and record discretely in their journals.
In conclusion, the results were the same as in the literature review. Blogging motivates students to write in an online community, collaborate with peers, and develop both language and sociocultural competence. Students learn to write with a real audience in mind. In addition, they read topics that motivate them. A similar study conducted by Vourdien at the EFL language school in Spain found that using blogs as a computer tool improved the writing skills of the students who participated. These results provide a positive answer to the research question, which is whether blogs motivate students to read and write in English.