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

 
 
 
 
 
 
 
 
 
 
 
0
1
2
3
4
5
STUDENT
1
STUDENT
2
STUDENT
3
STUDENT
4
WRITING SCORES 
EXPERIMENTAL GROUP
0
0,5
1
1,5
2
2,5
3
3,5
WRITING
SCORES
CONTROL
GROUP

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Journal of Language and Cultural Education
, 2019, 7(2) 
ISSN 1339-4584 
16
Figure 9: The pre-test scores of the control group
7.4 Results of the post-test in both groups 
Students of the experimental group showed a slight improvement. However, 2 
out of 4 students had a lower mark in the post-test. This can be attributed to 
fatigue. As concerning the writing part, they all scored a bit better than in the pre-
test writing. As far as the control group was concerned, students performed the 
same as in the pre-test. 
Overall, the findings indicate that all the students of the experimental group 
improved their writing skills after having been involved in differentiated 
instruction through the use of blogs. They all scored higher marks in the writing 
part of the post-test (Table 1). This finding answers the first research question 
which asked whether blogs improve students writing skills as they (blogs in other 
words) offer students an incentive to write (Jones, 2006). 
Table 1: Pre-test and post-test performance of experimental group 
 
STUDENT 
GENDER 
PRE-
TEST 
SCORE 
PRE-TEST 
WRITING 
POST-
TEST 
SCORE 
POST-TEST 
WRITING 
S1 
female 
97%