Teaching Reading and Writing Skills to Young Learners in English as a Foreign Language Using Blogs: A Case Study
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 g...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Sciendo
2019-09-01
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| Series: | Journal of Language and Cultural Education |
| Subjects: | |
| Online Access: | https://doi.org/10.2478/jolace-2019-0009 |
| _version_ | 1828524690218418176 |
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| author | Spanou Stella Zafiri Makrina-Nina |
| author_facet | Spanou Stella Zafiri Makrina-Nina |
| author_sort | Spanou Stella |
| collection | DOAJ |
| description | 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. |
| first_indexed | 2024-12-11T20:52:24Z |
| format | Article |
| id | doaj.art-604fb55fbe69413d9d697a1bc3bc1f95 |
| institution | Directory Open Access Journal |
| issn | 1339-4584 |
| language | English |
| last_indexed | 2024-12-11T20:52:24Z |
| publishDate | 2019-09-01 |
| publisher | Sciendo |
| record_format | Article |
| series | Journal of Language and Cultural Education |
| spelling | doaj.art-604fb55fbe69413d9d697a1bc3bc1f952022-12-22T00:51:12ZengSciendoJournal of Language and Cultural Education1339-45842019-09-017212010.2478/jolace-2019-0009jolace-2019-0009Teaching Reading and Writing Skills to Young Learners in English as a Foreign Language Using Blogs: A Case StudySpanou Stella0Zafiri Makrina-Nina1Europaiki Poreia, Foreign Language Institute, Athens, GreeceAristotle University of Thessaloniki, GreeceThis 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.https://doi.org/10.2478/jolace-2019-0009computer assisted language learningblogsliteracy skillsdifferentiated instructionforeign language teaching |
| spellingShingle | Spanou Stella Zafiri Makrina-Nina Teaching Reading and Writing Skills to Young Learners in English as a Foreign Language Using Blogs: A Case Study Journal of Language and Cultural Education computer assisted language learning blogs literacy skills differentiated instruction foreign language teaching |
| title | Teaching Reading and Writing Skills to Young Learners in English as a Foreign Language Using Blogs: A Case Study |
| title_full | Teaching Reading and Writing Skills to Young Learners in English as a Foreign Language Using Blogs: A Case Study |
| title_fullStr | Teaching Reading and Writing Skills to Young Learners in English as a Foreign Language Using Blogs: A Case Study |
| title_full_unstemmed | Teaching Reading and Writing Skills to Young Learners in English as a Foreign Language Using Blogs: A Case Study |
| title_short | Teaching Reading and Writing Skills to Young Learners in English as a Foreign Language Using Blogs: A Case Study |
| title_sort | teaching reading and writing skills to young learners in english as a foreign language using blogs a case study |
| topic | computer assisted language learning blogs literacy skills differentiated instruction foreign language teaching |
| url | https://doi.org/10.2478/jolace-2019-0009 |
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