Assessment of Young Language Learners: Perceptions and Practices of Turkish EFL Pre-service and In-Service Teachers

Seray Tanyer, Zafer Susoy


Reporting on perceptions and practices of Turkish EFL teachers regarding young language learners’ assessment, this study addresses the deficiency in the body of knowledge of pre-service and in-service EFL teachers’ understandings regarding YLLs’ assessment and the lack of clear guidelines in the assessment of 2nd and 3rd graders. It holds two main purposes; a) to explore fourth-year pre-service EFL teachers’ perceptions about the assessment of young EFL learners; b) to understand the nature of young learners’ assessment at 2nd and 3rd grades. A qualitative research paradigm was adopted to analyze 13 Turkish EFL teachers’ responses to semi-structured interviews. The findings revealed insights and comparisons of how the young language learners’ assessment was viewed by pre-service teachers and how it was being tackled in reality by in-service teachers. With this respect, related suggestions and comments have been presented.


Young language learners; Foreign language teachers; Assessment; Practices; Perceptions

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