From the removal of English as a compulsory subject in the national high school graduation exam, to the introduction of a new curriculum focused on four core skills, to the increasing role of AI in language learning, students and educators are facing significant changes and new challenges. But are these changes actually improving the teaching and learning of English in Vietnam? Let's take a closer look.

English no longer compulsory in school-leaving exams: progress or setback?

The Ministry of Education and Training's decision to remove English from the list of required subjects for the 2025 high school graduation exam quickly draws conflicting reactions.

Some parents and educators fear that students will be less motivated to learn English, which could have an impact on international integration goals. Still, many believe the decision could be beneficial.

Students will strive to meet the requirements of many universities that now require international English certificates such as TOEFL, IELTS or SAT. In a public online conversation, one mother said, "Removing English from mandatory exams could allow students to focus on real goals instead of just studying to pass a test".

However, this change often results in students having to spend a significant amount of time outside the classroom studying for English exams, which can sometimes lead to an unhealthy and overly demanding lifestyle.

New English curriculum: sound concepts, challenging applications

The new English curriculum in Vietnam places a strong emphasis on the four core skills of writing, speaking, listening, and reading. While this method has won praise for its emphasis on communication, putting it into practice has proven to be a challenging undertaking. Although the value of the curriculum is obvious, difficulties are beginning to emerge, particularly in its delivery.

For example, speaking is one of the toughest skills to teach well in large classes with little opportunity for one-on-one interaction. Moreover, the curriculum must strike a balance between teaching English as a life skill and as preparation for certification exams, which often serve as a benchmark for academic and professional advancement.

"High exam scores can sometimes be achieved through rote learning, but such scores don't always mean fluency in speaking," commented one teacher in an online forum.

AI in English language learning: a transformative tool or an inducer of dependency?

The role of AI in language learning is rapidly expanding, with promising applications to help both students and teachers. From interactive conversation simulations to grammar checking and vocabulary suggestions, AI is creating new opportunities for immersive language practice. Many see AI as a powerful tool for students to practice English naturally and check for accuracy.

However, concerns remain about over-reliance on technology, data privacy, and algorithmic bias. "While AI offers a new dimension in language education, it remains a supportive tool rather than a solution in itself," said one commenter in an online discussion.

A truly effective approach to language learning requires the dedication of teachers and the self-motivation of students, especially when technology cannot account for cultural or contextual nuances in language.

Mismatch between teaching methods and testing needs

A persistent problem in Vietnam's English education system is the gap between teaching methods that emphasize communication and exams that focus heavily on grammar and reading comprehension. Many parents and teachers see this as a major obstacle, observing that the goals of teaching and testing often diverge, which in turn affects students' motivation to learn.

This "teach one way, test another" situation often discourages students from developing their practical communication skills, as their focus may be diverted by their test scores in reading and grammar. Bridging this gap would require changes in teaching methods and aligning test formats with the broader goals of communicative education.

Many contend that schools should focus on giving students a strong foundation in English in order to pique their interest and encourage them to learn the language. "The primary responsibility for teaching basic English skills lies with the school," said one mother online, "but test preparation, especially for certifications, should be seen as an individual and family responsibility."

The role of schools, she argued, is to create an environment that fosters a genuine interest in English and lays the foundation for lifelong learning. Individual motivation and family support can then take students the extra mile for exams and certifications.

In light of these changes, it's evident that English education in Vietnam is at a crossroads. Given the widespread need for international English certification, which many families already value, it might make sense to remove English from the list of required subjects. But the pressure to take many extra classes after school raises questions about the well-being of students.

As for the new curriculum's emphasis on balanced skills, it's an excellent direction, but challenging to implement, especially for skills like speaking that require smaller groups and focused attention.

Schools should focus on providing a strong foundation and sparking students' curiosity, leaving preparation for certification as a separate endeavor supported by students and families.

After all, English should be a tool for real communication and understanding, not just a subject to be learned by rote.