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

 
9 Conclusion 
Young learners of English, as a foreign language, are exposed from their early 
years of learning to reading and writing in English through the textbooks they use. 
Concerning the students’ reading skills, the texts in the coursebook are not 
authentic. As far as writing skills are concerned, students usually must read a 
model text and produce a similar piece of written language without having a real 
audience and purpose in mind.
 
This is where technology comes in, and to be more specific, Computer Assisted 
Language Learning. Nowadays, young learners are familiar with using the 
computer and the internet for various reasons, such as to play computer games 
and to find information on the internet for school projects. 

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Journal of Language and Cultural Education
, 2019, 7(2) 
ISSN 1339-4584 
18
In this research, students were familiar with technology and the internet. But 
the same does not occur with the use of blogs. None of the students knew what a 
blog was. After they had been involved in blog lessons, they were eager to express 
their own point of view by writing in English, by collaborating with their 
classmates and by helping each other. Finally, the affective factor is of equal 
importance. At the beginning the students who participated in this research were 
a bit anxious about using a blog. As time went by, they started becoming used to it 
and felt relaxed and creative while using it. 
In conclusion, the use of blogs proved to be helpful in enhancing students’ 
literacy skills. There were some obstacles in the process, yet blogs proved to 
encourage the learning of English, as a foreign language, in the specific language 
center in which they were applied. 
 
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