The challenges in EFL course exams faced by the students at international relations: A Qualitative Study

In Turkish higher education, there is an increasing trend of adopting English-medium instruction (EMI) thereby making effective assessment of English as a Foreign Language (EFL) more important. This study used a qualitative methodology to identify the problems faced by Turkish students majoring in International Relations regarding the content of summative examinations (i.e., midterm and final) within the context of EMI programs in Türkiye, and to investigate students’ views about the way examinations are conducted within their departments. Data for this study were collected by conducting semi-structured interviews with thirty students enrolled in a state university in Türkiye. Each audio-recorded interview lasted between 15 - 20 minutes. Reflexive thematic analysis was utilized to analyze the data collected. The analysis resulted in five key themes: a) Exam anxiety and emotional pressure; b) Difficulties associated with oral assessments; c) Time constraints; d) Perceived disconnect between classroom instruction and the actual content of the examination; e) Lack of technology-enhanced assessment practices. Students mentioned having a strong interest in using technology-supported and AI-enhanced assessment tools, which could offer immediate feedback. Overall, the results from the current study demonstrate a need for more aligned and student-centered assessment practices in EMI programs. The findings of this study have implications for both pedagogical and policy-related practice related to EFL assessment in higher education contexts. The analysis resulted in five key themes: Exam anxiety and emotional pressure; Difficulties associated with oral assessments; Time constraints; Perceived disconnect between classroom instruction and the actual content of the examination; lack of technology-enhanced assessment practices. Students mentioned having a strong interest in using technology-supported and AI-enhanced assessment tools, which could offer immediate feedback. Overall, the results from the current study demonstrate a need for more aligned and student-centered assessment practices in EMI programs. The findings of this study have implications for both pedagogical and policy-related practice related to EFL assessment in higher education contexts.