VietTESOL International Convention 2026

This research investigates the washback effects of the IELTS test, as an institutional exit proficiency requirement, on the English learning of students at four universities in the business and economics field in Hanoi. The study adopts a mixed-methods design, integrating quantitative and qualitative approaches to explore how the IELTS test influences students’ learning regarding both psychological and behavioral aspects.
The study specifically focuses on three IELTS test-related factors, Perceived test difficulty, Perceived test utility, and Perceived test stakes, to determine their respective washback effects on students’ psychology and learning behavior. The quantitative data were analyzed using SPSS, while qualitative data were examined thematically to further explain the statistical findings.
The findings suggest that IELTS is viewed not merely as an external obligation but as both a meaningful and academically demanding requirement within the examined university context. The findings also highlight that students’ perceptions of Test utility are the most important test factor shaping all the psychological aspect and learning behaviors examined, whereas Perceived test difficulty mainly increases anxiety and Restricted learning, and Perceived test stakes show limited explanatory power within the proposed model.
Based on these insights, the study proposes several policy and practical implications for the business and economics universities.