Opinions of German teaching graduates and final year students toward Foreign Language Exam (YDS): The case of Nevşehir Hacı Bektaş Veli University

This study aims to present a general overview of the problems encountered by foreign language teachers in Turkey and specifically to examine the perceptions and experiences of German teacher candidates regarding the Foreign Language Exam (YDS). Foreign language teaching is a complex process that, unlike other disciplines, aims at the acquisition of communicative skills. However, teachers face a variety of structural and pedagogical challenges throughout their education, employment, and teaching practices. In this context, the study investigates problem areas such as recruitment policies, curriculum and material deficiencies, student motivation, lack of physical infrastructure, problems related to teaching methods, insufficient in-service training, and assessment and evaluation issues. Additionally, the study includes the anxiety experienced by German teacher candidates during the YDS process, their perceptions of the exam, and the social pressure factors they face. The research was conducted using the phenomenological design, one of the qualitative research methods. The participant group consisted of 21 German teacher candidates with diverse ages, genders, and academic backgrounds who were preparing for the YDS German exam during the 2024–2025 academic year. Participants were selected through purposive sampling, and data were collected via a semi-structured interview form. The data were analyzed using content analysis; participant statements were grouped thematically and interpreted accordingly. The results of the study revealed that German teacher candidates experience high levels of anxiety regarding the YDS, perceive the exam as misaligned with their teaching competencies, and are affected by the expectations of their social environment in shaping their perceptions of success.