Fierce debate erupts over challenging English test in Vietnam's national high school graduation exam

The English test in Vietnam's national high school graduation exam has drawn strong reactions, with many students and parents decrying its difficulty and dense vocabulary, while some education experts have praised the test for challenging the test takers and aligning with real-world language use.

After taking the test on Friday morning, many students turned to social media to vent their shock and frustration, calling it overly complex, too long, and filled with advanced vocabulary.

Commenting on a widely shared Facebook post about the English test, student Hoang Vu lamented that it was more than students could handle, saying it was too long and packed with overly advanced vocabulary.

Another social media user, Nguyen Thanh Thuy, echoed the sentiment, writing, "The reading passages were so long and full of difficult words. Finishing this in 50 minutes felt harder than an IELTS exam."

"It felt like I was sitting for the IELTS reading test, not a high school graduation exam," Nguyen Phuong Linh commented.

Van Lam, a student at the High School for Gifted Students under the Vietnam National University-Ho Chi Minh City and an IELTS 7.5 scorer, told Thanh Nien (Young People) newspaper that the English test felt more like an actual IELTS exam.

"I was overwhelmed just reading the first few lines, especially the reading passages," Lam said.

"It was long and packed with information."

Phung Quang Huy, an IELTS instructor in Hanoi, remarked that the test was on par with international tests like IELTS or TOEFL.

"The test materials came from real-life sources--news articles and conversations--not textbook passages," he said.

"That made the vocabulary harder and required students to be familiar with practical, authentic English."

Scoring eight or above on this test should be considered a significant achievement, he stressed.

Tran Ngoc Huu Phuoc, head of the English subject at Bui Thi Xuan High School in District 1, Ho Chi Minh City, pointed out that of the 40 questions, only about 10 involved grammar.

The rest were heavily vocabulary-based, particularly the reading comprehension section.

He estimated the difficulty level to be B2 or higher on the Common European Framework of Reference for Languages (CEFR), which is above the average level expected of high school students.

Phuoc attributed the increased difficulty to English being an optional rather than mandatory subject under the 2018 curriculum.

Previously, when English was compulsory, the test had to cater to all students.

This year, only those confident in their English abilities chose it, so the test was more rigorous, he explained.

Nguyen Nhan Tri, a student majoring in English language education in Ho Chi Minh City, remarked that this year's English exam clearly reflected a competency-based assessment approach rather than a mere test of knowledge.

To perform well on the test, students need a rich vocabulary, strong reading comprehension skills, and sharp reasoning abilities.

It was a big challenge to complete all 40 questions of the test in 50 minutes, even for students with a strong English foundation or high scores in international language exams, Tri added.

   Public backlash, parental concern

Students were not the only ones dismayed, for parents also voiced concern, fearing the test set an unrealistic standard.

"My child came home crying after the English test," a reader of Tuoi Tre (Youth) newspaper shared.

A reader identified as TC challenged the feasibility of scoring well without extra tutoring.

"If any student scored eight or above without private lessons, they must be a genius or have expert guidance," the reader said.

Many parents called for balance, expressing the view that while the test should not be too easy, students who studied the official curriculum should be able to score at least a seven.

   Support for tougher standard

While several criticized the test, some saw it as a positive step toward aligning with global standards.

A social media user named Anh Vu threw his support behind the test, emphasizing that its difficulty would help differentiate students' competency levels.

A reader said that the test was more practical and no longer mechanical, like 'finding errors' or 'identifying word stress.'

However, he pointed out that the curriculum and teaching methods have not caught up with this new direction, causing students to feel overwhelmed.

Another reader shared that if everyone scores nine or 10, the results lose meaning.

"We need tough exams to properly sort students by ability," a reader named Nam wrote.

Do Thi Ngoc Anh, an English teacher at DOL Dinh Luc, an IELTS training center, praised the tests reading comprehension sections, saying they were challenging but relevant, reported Thanh Nien.

"Topics like applying technology in agriculture and understanding the value of health among youth were well-chosen and culturally appropriate," she noted.

Le Hoang Phong, academic director at YOUREORG, told Thanh Nien that the test showed a clear move from form-focused knowledge to contextual language use.

Phong highlighted three major improvements: the use of authentic texts, the requirement for lexical and discourse precision, and the inclusion of both written and spoken discourse.

He shared that such a test could foster positive change in teaching and learning if implemented correctly.

When real skills are tested, both students and teachers have a reason to adapt, he said, but acknowledged a mismatch between the tests ambitions and the current reality of public education in Vietnam.

Tuoi Tre News

(2025/06/30-11:13)