The OAS diagnostic tool: A Competence-based approach for supporting students with and without special needs in Foreign Language Learning

Authors

Keywords:

language diagnostics, foreign language acquisition, inclusive pedagogy, teacher professional development, Albanian-speaking region

Abstract

This paper delineates the preliminary findings of an ongoing initiative focused on the creation of a pragmatic, inclusive diagnostic instrument designed to assist learners. both with and without special educational needs, in the acquisition of foreign languages across grades 2 through 9. Central to this tool are specialized assessment matrices covering the core linguistic domains of listening, reading, speaking, and writing, supplemented by tailored pedagogical interventions. These matrices are structured into three distinct proficiency tiers: Reproduction (A1-A2), Reconstruction (B1-B2), and Construction (C1-C2), in strict alignment with the Common European Framework of Reference for Languages (CEFR). The project adopts a tripartite methodological framework, Observation, Assessment, and Support (OAS), engineered to deliver resource-efficient diagnostics and individualized learner scaffolding. Explicitly calibrated to the Albanian national curriculum and its corresponding instructional materials, the tool is being localized for the Albanian-speaking region through qualitative pilot testing in selected classrooms to validate its efficacy and situational pertinence. Beyond direct classroom application, the instrument is designed for integration into teacher training programs and extracurricular support frameworks. It adopts a holistic approach by incorporating linguistic sub-competencies such as vocabulary, syntax, metalinguistic reflection, and orthography. Through this structured, action-oriented, and skills-based methodology, the framework facilitates precise and enduring linguistic development. This article reflects on early data from the pilot phase, offering critical insights for the refinement of the instrument prior to its open-access publication for the 2026-2027 academic year. This research is conducted under the financial auspices of READ, spanning from June 2025 to June 2026.

Author Biography

  • Emilda Roseni, Aleksander Moisiu University of Durres

    Assoc. Prof. Emilda Roseni is a scholar in the field of education, specializing in language teaching, teaching methodologies, assessment, and Content and Language Integrated Learning (CLIL). Her research focuses on advancing pedagogical practices and enhancing student motivation through innovative instructional approaches. Since 2017, Roseni has been a lecturer at Aleksandër Moisiu University of Durrës, where she teaches courses on didactics, classroom management, technology in education, teaching methodologies, and intercultural education. She has also been actively engaged in academia since 2009 as a faculty member at the University of Tirana, contributing significantly to higher education through her teaching and research. An accomplished researcher and author, she has published extensively in both Albanian and English, offering valuable insights into language education and pedagogy.

Published

2026-05-05

Issue

No. 21 (2026): 21st International Conference on European Integration – Realities and Perspectives Emergent Global Issues in Education: Rising to the Challenges and Embracing the Opportunities May 15–16, 2026

Section

The University of the 21st Century – Challenges, Emerging Models and Perspectives