Have you lost your motivation to study?

LEARNING A FOREIGN LANGUAGE IS NOT JUST FOR GRADUATION EXAMS

Phuong Anh, an 11th-grade student at Quang Trung High School (Dong Da District, Hanoi ), said that when she read the news that the Ministry of Education and Training decided to hold the exam in four subjects, her whole class cheered with joy. She shared that although foreign language is not a compulsory subject, almost everyone in the class will still choose it as their third exam subject, while the fourth subject will likely be chosen by many different people.

A foreign language lesson for students in Ho Chi Minh City with a native speaker.

On groups and forums for Hanoi students, there has been a lively atmosphere since the Ministry of Education and Training announced its decision on the number of exam subjects. Most opinions don't seem too concerned about the fact that foreign languages ​​are not a compulsory subject because students in Hanoi have a strong aptitude for and need to learn this subject, so they say they will still choose English for the exam.

When foreign languages ​​became an optional subject in the high school graduation exam, Lam Vinh Khon, a 9th-grade student at Hong Bang Secondary School (Ho Chi Minh City), said he would feel less burdened because he wouldn't need to bury himself in exam preparation. However, according to the male student, English is still a very necessary tool for "accessing" the future world , so he will continue to improve his English skills, especially in a more practical way.

Nguyen Ngoc Bao Hoang, an 11th-grade student at Nguyen Thi Minh Khai High School (Ho Chi Minh City), expressed concern, believing the exam is a crucial milestone for students to assess their English proficiency after years of studying. "If the mandatory exam is abolished, the school could 'do it instead' by designing a final exam for 12th-grade English similar to a high school graduation exam," the student suggested.

STUDY FOR THE SUBJECT OF LEARNING, NOT JUST TO PASS EXAMS.

Mr. Nguyen Xuan Khang, Principal of Marie Curie School (Hanoi), said that when his students learned about the four-subject exam, they all said they would choose to take the foreign language exam not only to graduate from high school but also to invest in learning and taking the exam to obtain an international foreign language certificate. The biggest purpose of learning is to use that knowledge in life and to build a career.

Ms. Nguyen Ngoc Linh, a teacher at Nguyen Trai High School (Hanoi), also believes that the absence of exams does not mean students will stop studying; they still have to study foreign languages ​​and complete their daily and weekly learning programs according to the school's curriculum and timetable.

As an English teacher, Ms. Pham Thi Thu Trang from Kim Boi High School (Hoa Binh province) shared her desire for students' exams to both meet the long-term demands of society regarding knowledge and learning abilities, and to avoid creating excessive pressure on students. That is also why she agrees with the plan to conduct a four-subject high school graduation exam. Ms. Trang stated that she will strengthen guidance on study directions; implement teaching that fully develops listening, speaking, reading, and writing skills; and apply many other active teaching methods… She added that the current graduation exam mainly assesses grammar, which is not comprehensive enough compared to the subject's objectives.

According to experts, the removal of foreign languages ​​from the high school graduation exam will have a significant impact on future teaching and learning, but it will be more positive than negative.

Mr. Ha Huu Khuong, Principal of Minh Ha High School (Hanoi), also expressed his view: "It's not that students only learn foreign languages ​​when they become compulsory exam subjects, and vice versa. In reality, for many students, English is their primary foreign language, but they are proficient in other languages. Learning a subject isn't just about passing exams; it's also related to their career orientation and future academic path. If students only study to pass exams, their learning attitude will be superficial, lacking substance and long-term sustainability."

An expert in English language teaching (currently working at colleges and universities in Ho Chi Minh City) stated that the high school graduation exam cannot comprehensively assess the listening, speaking, reading, and writing abilities of candidates. Colleges and universities require a certain level of English proficiency as part of their graduation standards, consider English as a subject in admissions, or require international English certificates as an entrance requirement.

"Therefore, making English an optional exam subject does not mean that students' English proficiency will decline or that it will hinder their international integration. In fact, the current general education program has not been able to help students become proficient in English, especially in communication. It would only be alarming if colleges and universities removed the foreign language requirement," the expert commented.

Sharing the same view, Master Nguyen Nhat Quang, Head of the Foreign Language - International Cooperation Department at Nova College (Ho Chi Minh City), believes that the high school graduation exam in foreign languages ​​does not help students improve their foreign language skills because it only aims to test what they have learned, mainly grammar and vocabulary.

According to Mr. Quang, the removal of foreign languages ​​from the high school graduation exam will have a significant impact on teaching in the future, but it will be more positive. This is because teachers will be "freed," no longer teaching solely for exams but rather to help students meet the demands of the labor market. In the long term, this will increase the rate of genuine learning rather than just studying to pass exams. "But in the short term, students' foreign language proficiency in grammar and vocabulary will decline, and many tutoring centers will face difficulties," Mr. Quang predicted.

Investment is needed to improve the quality of foreign language teaching and learning.

The foreign language exam scores for high school students vary significantly across regions with differing infrastructure and investment in human resources. For example, in English, the localities with the highest average scores are Ho Chi Minh City, Binh Duong, Hanoi, Da Nang, and Hai Phong. The localities with the lowest average scores are Ha Giang, Dien Bien, Son La, and Dak Nong. This disparity has been observed for many years, demonstrating that even though it is a compulsory subject for all students, without increased investment in infrastructure and human resources, foreign language learning outcomes will be difficult to improve. Therefore, to improve the quality of foreign language learning, the Ministry of Education and Training has determined that it must be based on improving infrastructure and investing in human resources for teaching and learning this subject.

Mr. Huynh Van Chuong

(Director of the Quality Management Department, Ministry of Education and Training)

People will be more positive when they have inner motivation.

Mr. Hoang Anh Khoa, a Master of English Language Teaching from St. Andrews University (UK) and currently the Academic Director of The M-english Home (Ho Chi Minh City), believes that students who lack opportunities to develop their foreign language skills, especially in disadvantaged areas, can still pass the high school graduation exam and pursue higher education using their strengths.

Professor Khoa also stated that finalizing the 2+2 program will not lead to a scenario where everyone abandons foreign languages; in fact, it could be the opposite. "English teachers will no longer teach shortcuts to pass exams, and English learners will proactively strive for their goals. Because learning English is their choice, and the university they attend is also their choice. Everything will be more positive when there is internal motivation," Professor Khoa said.

Mr. Dang Tu An, Director of the Fund for Supporting Innovation in General Education, agreed and commented: "The absence of a foreign language subject will not affect the encouragement of students to actively learn foreign languages ​​for international integration. Excelling in a foreign language is subjectively determined by the students and their families, not by the graduation exam subject."

Will students in mountainous and rural areas be less likely to choose foreign languages?

An English teacher at Vi Xuyen High School (Ha Giang) expressed concern because Ha Giang's foreign language exam scores have long been among the lowest in the country. The decision not to make foreign language exams compulsory will likely further discourage students from studying. While students in cities clearly see the need to learn foreign languages ​​for university admissions, studying abroad, or pursuing advanced programs taught in English, students in mountainous areas do not see these practical benefits of the subject.

According to this teacher, the percentage of students choosing English for the high school graduation exam from 2025 onwards will still exist, but it will be very small. Only those who truly understand the importance of foreign languages ​​and have an early intention to apply to universities with subject combinations that include English will choose it.

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