<abstract xmlns="http://www.w3.org/1999/xhtml"><p>This study focused on the development of reading and writing skills to a group of B1 level learners of English in a private language institute in Athens, Greece with the aid of blogs (a web tool), since Computer Assisted Language Learning (CALL) enhances foreign language learning. To this end, two groups of young learners were formed; the control group which was taught through the traditional coursebook and the experimental group which was taught through a differentiated approach to language teaching. The differentiated approach which was applied involved eight teaching sessions in a private language institute. Pre-tests and post-tests were administered to both groups in order to evaluate the use of CALL in the improvement of literacy skills. Pre- and post- semi-structured interviews were also conducted with the students of the experimental group to evaluate their attitudes and feelings before and after the instruction. The aim of using blogs, as a web tool, was to enhance collaborative learning and social interaction. This research attempted to prove that blogs create a social interaction between students, and between the students and the teacher. For the purposes of this research, students were involved in process writing by making drafts and writing their posts and in active reading when they read other posts and texts from other web sites.</p></abstract>

This study focused on the development of reading and writing skills to a group of B1 level learners of English in a private language institute in Athens, Greece with the aid of blogs (a web tool), since Computer Assisted Language Learning (CALL) enhances foreign language learning. To this end, two groups of young learners were formed; the control group which was taught through the traditional coursebook and the experimental group which was taught through a differentiated approach to language teaching. The differentiated approach which was applied involved eight teaching sessions in a private language institute. Pre-tests and post-tests were administered to both groups in order to evaluate the use of CALL in the improvement of literacy skills. Pre- and post- semi-structured interviews were also conducted with the students of the experimental group to evaluate their attitudes and feelings before and after the instruction. The aim of using blogs, as a web tool, was to enhance collaborative learning and social interaction. This research attempted to prove that blogs create a social interaction between students, and between the students and the teacher. For the purposes of this research, students were involved in process writing by making drafts and writing their posts and in active reading when they read other posts and texts from other web sites.

Teaching Reading and Writing Skills to Young Learners in English as a Foreign Language Using Blogs: A Case Study

Europaiki Poreia, Foreign Language Institute

Journal of Language and Cultural Education

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

This study focused on the development of reading and writing skills to a group of B1 level learners of English in a private language institute in Athens,...

Teaching Reading and Writing Skills to Young Learners in English as a Foreign Language Using Blogs: A Case Study

Publié en ligne: 05 déc. 2019

Pages: 1 - 20

DOI: https://doi.org/10.2478/jolace-2019-0009

Mots clés
computer assisted language learning, blogs, literacy skills, differentiated instruction, foreign language teaching

© 2019 Stella Spanou et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

Teaching Reading and Writing Skills to Young Learners in English as a Foreign Language Using Blogs: A Case Study

Publié en ligne: 05 déc. 2019

Pages: 1 - 20

DOI: https://doi.org/10.2478/jolace-2019-0009

Mots cléscomputer assisted language learning, blogs, literacy skills, differentiated instruction, foreign language teaching

© 2019 Stella Spanou et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

Mots clés
computer assisted language learning, blogs, literacy skills, differentiated instruction, foreign language teaching