This study explores the attitudes of eight EFL learners in Vietnam towards their teachers’ summa- tive and formative assessment techniques. Encompassing students from various academic years, the research utilizes in-depth interviews and thematic analysis to delve into the intricate layers of experiences with both assessment methods. The qualitative approach allows a thorough exploration of individual narratives, considering cultural, linguistic, and developmental factors shaping atti- tudes toward assessments. Specifically, the study examines learners’ interpretations of traditional summative assessments, evaluating their impact on stress, motivation, and perceived fairness. Simultaneously, it explores encounters with formative assessments, emphasizing how continuous feedback aids learning and caters to individual needs. The study aims to provide context-specific insights, bridging the gap between theoretical and practical aspects of assessment in the Vietnamese EFL setting for educators.