Technology-Mediated Assessment in Blended EFL Courses: A Qualitative Interview Study of Students’ Experiences

Abstract

This qualitative interview study explored EFL students’ lived experiences of using EnglishCentral, a video-based platform, as part of a high-stakes assessment system in a Turkish university preparatory program. Six students in an intensive English program participated in in-depth, semi-structured interviews conducted in Turkish. Data were analyzed using reflexive thematic analysis within Bachman and Palmer’s (1996) test usefulness framework. Three interrelated themes emerged from the data analysis. First, students reported perceived gains, mainly in terms of vocabulary, listening, and exposure to different English accents. Second, engagement was driven largely by assessment demands: students used the platform primarily to secure Language Portfolio (LP) points and reduce the risk of failure, often prioritizing task completion over learning. Third, students described the tool’s effectiveness as conditional, citing misalignment with institutional exams, opportunities to “game” automated scoring, and concerns regarding fairness, validity, and accountability. Overall, the findings suggest that, in this context, students’ perceived value of EnglishCentral was shaped less by the blended assessment tools or the platform alone than by how it was positioned within the LP grading system, aligned with course and exam outcomes, and guided by the teachers. This study recommends transparent scoring practices, moderate grade weighting, and active teacher guidance to support meaningful engagement with technology-mediated assessment in EFL contexts.