Wash back of The Vietnam 6-Levels Foreign Language Competency Framework on Institutional Policies and Teaching English for Non-English Major Students at Hanoi Law University

Abstract: This study investigates the wash back effects of the Vietnamese Six-Level Foreign Language Proficiency Framework (VLFLPF) and its associated English Proficiency Test (EPT.3) on institutional policies and English as a Foreign Language (EFL) teaching practices for non-English-major students at Hanoi Law University (HLU). Employing a qualitative case study design, data were collected through document analysis, classroom observations, and semi-structured interviews with university leaders and English instructors. Findings indicate that implementing VLFLPF has led to positive and negative wash back. Positively, it influenced curriculum reforms, assessment practices, and the incorporation of communicative teaching methodologies aligned with the CEFR. However, negative wash back was observed in the reliance on test-preparation materials and constraints in classroom instruction due to large class sizes and limited resources. Teachers’ awareness of test demands shaped their pedagogical choices, while institutional policies emphasized standardizing English outcomes. The study contributes to understanding how national language frameworks influence educational practice and offers implications for policymakers, curriculum designers, and language educators seeking to optimize the wash back effects of proficiency-oriented assessments.