Understanding the Challenges in Assessing Young Learners: Insights from Iranian EFL Teachers

Abstract Assessing young learners of English as a Foreign Language (EFL) has gained increasing attention due to their unique developmental needs, which differ significantly from those of adult learners. This study explores the challenges faced by Iranian EFL teachers in assessing young learners and identifies potential solutions to mitigate these challenges. Using a qualitative approach, semi-structured interviews were conducted with 32 experienced EFL teachers who specialize in teaching young learners. Thematic analysis of the data revealed six major challenges: diverse proficiency levels, limited attention spans, time constraints, class sizes, parental interference, and students’ stress and anxiety. These findings highlight the complexities of assessment in contexts where traditional practices dominate and where teachers face significant sociocultural pressures. In response, participants proposed solutions such as employing games and hands-on activities, diversifying assessment techniques, fostering communication with parents, collaborating with colleagues, creating low-stress environments, and tailoring assessments to the developmental characteristics of young learners. This research contributes to the field by providing insights into the specific challenges and strategies relevant to assessing young EFL learners in Iran. The findings underscore the need for systemic changes, including enhanced teacher training, the development of culturally appropriate assessment tools, and greater institutional support. Future research should explore the integration of technology and longitudinal studies to assess the long-term impact of these strategies on learning outcomes. By addressing these challenges, educators can foster more effective and equitable assessment practices for young learners, ultimately improving their language learning experiences.