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.

中文翻译：

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使用博客以英语为外语向青少年学习阅读和写作技巧的案例研究

摘要这项研究的重点是借助博客（网络工具），在希腊雅典的一家私人语言学院为一群B1级英语学习者开发读写能力，因为计算机辅助语言学习（CALL）可以增强外语学习。为此，形成了两组年轻的学习者。对照组是通过传统课程讲授的，实验组是通过差异化的语言教学来讲授的。所采用的差异化方法涉及在一所私立语言学院的八次教学课程。两组均进行了前测和后测，以评估CALL在提高读写能力中的作用。还对实验组的学生进行了半结构化前后的访谈，以评估他们在指导前后的态度和感觉。使用博客作为网络工具的目的是增强协作学习和社交互动。这项研究试图证明博客在学生之间以及学生与老师之间创造了一种社交互动。为了本研究的目的，学生参与了过程写作，包括草稿和撰写文章，并在阅读其他网站上的其他文章和文章时积极阅读。这项研究试图证明博客在学生之间以及学生与老师之间建立了社交互动。为了本研究的目的，学生参与了过程写作，包括草稿和撰写文章，并在阅读其他网站上的其他文章和文章时积极阅读。这项研究试图证明博客在学生之间以及学生与老师之间创造了一种社交互动。为了本研究的目的，学生参与了过程写作，包括草稿和撰写文章，并在阅读其他网站上的其他文章和文章时积极阅读。