Test washback and EFL pedagogy in Vietnamese universities

Tóm tắt

Washback- the influence of assessment on teaching and learning- plays a central role in shaping English as a Foreign Language (EFL) instruction in Vietnamese higher education. This review adopts a narrative approach to examine: (1) the impact of high-stakes tests on teaching, (2) perceptions of teachers and students, and (3) strategies to reduce negative washback. The findings show that test effects are complex and context-dependent: well-aligned exams can support learning, while poorly integrated ones may narrow instruction and weaken communicative competence. Key challenges include tensions between test preparation and communicative teaching, insufficient integration of productive skills, limited teacher assessment literacy, neglect of student voices, and the lack of longitudinal research. The review proposes a conceptual model linking test design, teacher agency, institutional management, and policy pressures. Strategies highlighted include teacher professional development, involvement in test design, embedding productive skills in assessment, and stronger collaboration among universities, policymakers, and researchers.