Özet:

Abstract This study evaluated EFL Teachers’ Perceptions and Experiences on Cambridge YLE Exams. In this context, the purpose of the research is to determine the perceptions of Turkish EFL teachers towards the general implementation process of Cambridge YLE Exams, their knowledge, experience, and institutional expertise on these tests. A qualitative research design was utilized in the study. The participants included 24 EFL teachers who work in private and state schools and were determined with maximum diversity sampling. Research data were collected through a semi-structured interview form developed by the researcher. The data obtained as a result of the interviews were analyzed by the content analysis method. The findings highlight the three core views on standardized testing. First of all, Turkish EFL teachers have positive perceptions towards Cambridge YLE exams, however, they have a very limited experience and expertise in Cambridge YLE exams. Secondly, they have concerns about low learner proficiency levels, the cost of these tests, and the gap between standardized tests and the testing system in the local context. Thirdly, it was clear in the study that while some institutions prepare their learners and provide parental guidance for these standardized tests, others fall behind these institutions. This study addresses the research gap in the limited understanding of standardized testing from teachers’ perspectives and aims to support the relevant literature by identifying teachers’ perceptions and experiences towards these tests and improve classroom assessment practices.

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