Computer-assisted language testing (CALT) is of great development in the last ten years thanks to the technological advances in the 4.0 era and due to the COVID-19. Increasingly, test takers - including young learners - are becoming accustomed to completing both standardized and classroom-based assessments online or with digital support. Widely recognized platforms such as IELTS, APTIS, and Duolingo exemplify this shift toward digital testing environments. Simultaneously, educators are gaining experience in transitioning from traditional paper-based assessments to computer-based formats. This evolution raises important questions about how examiners perceive and assess language performance in digital contexts. It is noteworthy to listen to examiners’ voices in regard to evaluating performances on computers or with computer support (Forrester, 2020; Yulianto & Mujtahid, 2021). This study investigates Vietnamese examiners’ perceptions on a specific computer-based English proficiency test. The qualitative data collected from focus-group discussions with six examiners provided insightful information on their perceptions and experiences on the test. Their insights offer a nuanced understanding of how they experienced digital interfaces, and how test takers are assessed with such an assessment mode. The findings from this research will contribute to a deeper understanding of the human dimension in CALT, highlighting both opportunities and challenges in digital assessment, especially the role of examiner agency and reflective practice in shaping reliable assessment.