Impact of TOEIC as a University Exit Test: A Vietnamese Perspective

Abstract

The Test of English for International Communication (TOEIC) has recently become a language exit test in many Vietnamese universities. Despite the high stakes of the test for a large number of Vietnamese students, no robust research has been done to explore its impact on teaching and learning yet. Also, although the powerful influence of tests on teaching and learning has been well documented, the way test impact occurs is very complicated and varied because of a myriad of context-specific factors. Language testers, therefore, have called for more research in different contexts.

In response to the needs mentioned above, this study examined the impact of TOEIC on teaching and learning in Vietnamese universities with an emphasis on discovering the variations of the test impact due to school settings. To meet the research objectives, a mixed-methods study was conducted at two different locations in Vietnam. The perspectives from three groups of stakeholders, namely educational policymakers, teachers, and students were sought by means of semi-structured interviews, questionnaires, and case study. The study was conducted in two phases. Phase 1 aimed at understanding policymakers’ perspectives on the TOEIC-as-exit-test policy and identifying the general patterns of the actual test impact from the teachers’ and students’ perspectives. Phase 2 had the purpose of explaining the patterns found in Phase 1 through a case study. Both the questionnaire and case study participants came from the same three large universities.

The study gave interesting insight into the nature of the impact of the TOEIC test in the Vietnamese context. It showed a clear tendency of teaching and learning to the test since its introduction. However, the test impact varied greatly in form and intensity across different groups of participants although, contrary to expectations, school settings did not seem to be a major factor that caused this variability. On the one hand, the findings confirmed the indirect nature of the relationship between a test and its impact found in many other studies. On the other hand, they shed light on specific features of the mechanism of the impact of the TOEIC-as-exit-test, which might be attributed to the socio-cultural and educational context in Vietnam. The study suggested that the test impact on teaching and learning operated differently. While the influence of the TOEIC test on teaching was likely to be first filtered through the course factors, the latter was through students’ abilities. In both cases, beliefs about communicative language teaching and learning and some other person factors only played subservient roles in shaping the test impact. The study also had important implications for stakeholders, especially policymakers. It proved certain values of the TOEIC-as-exit-test policy as well as revealed negative issues associated with it. It suggested measures that need to be taken to modify the policy.