VIETTESOL INTERNATIONAL CONVENTION 2025

This research investigates assessment practices in English-Medium Instruction (EMI) classrooms within universities in Ho Chi Minh City (HCMC), Vietnam. With the increasing adoption of EMI in Vietnamese higher education, particularly in non-English-major disciplines, the role of assessment in supporting student learning and evaluating performance becomes critical. Using a mixed-methods approach, data were collected from a diverse sample of EMI lecturers and students across multiple universities in HCMC. Quantitative data were gathered through structured questionnaires and achievement surveys, while qualitative insights were obtained from semi-structured interviews and classroom observations. This triangulated methodology allowed for a comprehensive understanding of both the explicit assessment strategies and the implicit beliefs and challenges underlying their implementation. Preliminary findings reveal a wide range of assessment practices, with a heavy reliance on traditional testing methods such as midterms and finals, often with limited adaptation for language support. Lecturers reported varying degrees of confidence and training in EMI assessment, influencing how they design and evaluate student performance. Classroom observations suggest a mismatch in some cases between assessment formats and students’ language proficiency, potentially impacting learning outcomes. Moreover, the data indicate that students tend to perform better in courses where assessment practices are clearly communicated and aligned with both content and language objectives. The research contributes to the understanding of EMI pedagogy in the Vietnamese context and highlights the need for more systematic training and support for lecturers in assessment literacy. It also suggests implications for policy and practice aimed at enhancing the fairness and effectiveness of EMI assessment in higher education.