This presentation explores effective methods for teaching and assessing English as a Foreign Language (EFL) competence among students with diverse learning needs. Drawing from a qualitative and quantitative research study conducted with 15 EFL students from varied learning backgrounds in Greece, the research identifies core challenges and proposes tailored pedagogical practices that foster inclusive language education. The study included students with distinct needs, such as dyslexia, attention deficit disorders and auditory processing difficulties.

Data collection involved classroom observations, diagnostic assessments, student interviews, and performance analysis over a period of 15 teaching hours. Results indicate that traditional, uniform teaching and assessment approaches often fail to accommodate the varied cognitive and linguistic profiles of students, leading to disengagement and underachievement. Alternatively, differentiated instruction combined with multimodal teaching resources significantly enhanced students’participation and linguistic achievement.

The research highlights several practical teaching methods, including task-based learning, visual and auditory supports, scaffolded language activities, and collaborative learning tasks. Particularly effective were found to be the activities of an online game that enabled both personalized learning experiences and immediate formative feedback.

Implications for educators include increased awareness of learner diversity in EFL contexts, teaching practices for differentiated instruction, and improved assessment techniques that reflect students' actual language competence. The study underscores the necessity of flexible, responsive teaching methodologies and equitable assessment frameworks to ensure successful language acquisition for all students, especially those facing specific learning challenges.

The presentation concludes with recommendations for teacher training programs, suggesting the incorporation of diversity-focused instructional methodologies and assessment literacy to better equip educators in addressing diverse learning needs effectively in EFL classrooms.

Keywords: EFL, diverse learning needs, differentiated instruction, inclusive education, assessment techniques, multimodal learning, task-based learning, formative feedback, learner diversity, special educational needs.