The development and reception of a digital task-based exam for young learners of Dutch as a Foreign Language

Abstract This study addressed a distinct gap by conducting a needs analysis for a highly diverse population of young Dutch as a Foreign Language learners. The original methodological framework proposed by Long (2005) was applied. Insights from different perspectives were garnered in expert interviews and surveys. The results were validated with a member check. Long’s framework proved relevant for this young and heterogeneous population but posed a few challenges. The obtained findings yield crucial insights into prevalent clusters within this diverse population. This enabled the distinction between overarching needs applicable to most young DFL learners worldwide and those relevant exclusively to specific subpopulations. The population’s heterogeneity necessitated compromises in tailoring the exam to individual contexts, but common ground was found in a B1 level exam set in the educational and personal domain.