VietTESOL International Convention 2026

Vietnam’s higher education system is undergoing a significant shift from English as a Foreign Language (EFL) to English as a Second Language (ESL), yet assessment practices remain largely grammar-based and examination-oriented, creating a critical mismatch between teaching goals and evaluation methods. This study aims to develop a contextualized framework for reforming English assessment to better align with ESL-oriented communicative competence. Adopting a mixed-method approach, the research draws on document analysis of current assessment formats, survey data from university lecturers and students, and semi-structured interviews to identify key limitations and stakeholder perceptions. Findings indicate that existing assessments insufficiently measure real-world language use, lack integration of productive skills, and generate negative washback on teaching practices. In response, the study proposes a four-component framework consisting of communicative performance assessment, integrated skills evaluation, continuous formative assessment, and contextually authentic tasks tailored to academic and professional settings. The framework also outlines a phased implementation model to ensure feasibility within the constraints of large classes and exam-driven contexts. This research contributes both theoretically and practically by bridging the gap between policy aspirations and classroom realities, offering actionable recommendations for policymakers, institutions, and educators in advancing effective ESL-oriented assessment reform in Vietnam.