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Article published In: TASK
Vol. 5:1 (2025) ► pp.25–56

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

 | Radboud UniversityNijmegen, the Netherlands
ORCiD logo with link | KU Leuven, Belgium
 | KU Leuven, Belgium
ORCiD logo with link | KU Leuven, Belgium
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Available under the Creative Commons Attribution (CC BY) 4.0 license.

For any use beyond this license, please contact the publisher at rights@benjamins.nl.

Open Access publication of this article was funded through a Transformative Agreement with Radboud University Nijmegen.

Published online: 8 August 2025
DOI logo with link
https://doi.org/10.1075/task.00039.ass
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 (Ed.). (2005). Second language needs analysis. Cambridge University Press. Google Scholar logo with link to Google Scholar 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.
Article outline
  • Introduction
  • Literature review
    • NAs in the context of language instruction
    • NAs for language assessment
    • NAs for young learners
    • NAs for young foreign language learners for assessment purposes in the context of the DFL exam
  • Methodology
    • Data collection
    • Semi-structured interviews
    • Surveys
    • Member checks
      • Feedback survey
      • Group interviews
    • Analysis
      • Coding and analysis of interviews
      • Survey analyses
    • Compliance with General Data Protection Regulation
  • Results
    • Diverse contexts
    • Various intended effects
    • Various desired levels
    • Three target groups
      • Target group 1: Dutch as an institutional language
      • Target group 2: Dutch as a family language
      • Target group 3: Dutch as a regional language
    • Common ground: Domains, topics and tasks for a language exam
      • Building on the common ground: Member check
  • Discussion
  • References
References (40)
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