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.