Articles
| Open Access |
https://doi.org/10.37547/ajast/Volume05Issue06-06
Language Testing in The Age of Attention Deficits: Rethinking 3-Hour Assessments for Modern Learners
Abstract
This article critically explores the growing challenges posed by traditional long-form standardized language tests such as the IELTS and TOEFL in the context of increasing diagnoses of Attention Deficit Hyperactivity Disorder (ADHD) and the shorter attention spans characteristic of Gen Z and Gen Alpha learners. Drawing on cognitive science, educational psychology, and recent innovations in assessment design, the article argues for a paradigm shift toward more inclusive, adaptive, and modular language testing formats. It concludes with a set of forward-looking recommendations, including the integration of AI-driven, focus-aware testing systems.
Keywords
ADHD, language testing, IELTS
References
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Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257–285.
World Health Organization. (2023). ADHD and other neurodevelopmental disorders. Retrieved from https://www.who.int/news-room/fact-sheets/detail/attention-deficit-hyperactivity-disorder-(adhd)
ETS. (2023). ETS launches shorter TOEFL and GRE tests. Retrieved from https://www.ets.org
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