Stop blaming the English test, start fixing education theories for students

THE HANOI TIMES — Every year, Vietnam’s high school graduation exams become a national hot topic. And this year is no exception.

As soon as the English test was released, social media was flooded with complaints: “Why is it so hard?”, “How can students be expected to answer this?”, “This is just a trick to fail students!” Students were distressed, parents were worried, and teachers called for “a more humane test.”

But in the midst of all the frustration and finger-pointing, maybe we should all take a step back and ask: Was the English test really too difficult? Or is it time to admit that the way we’ve been teaching and learning all along isn’t working?

I tried reading through this year’s English exam. For someone like me – already in the workforce and using English regularly – it wasn’t impossible. A few words required more advanced vocabulary and some questions demanded careful reasoning, but overall it seemed reasonable, especially for a test meant to distinguish students applying for university.

That said, expecting high school students to understand terms like “greenwashing” might be pushing the limit – especially when most of them only focus on grammar and writing in class.

But I can see why many students felt shocked. Most of them study by following the textbook, drilling practice tests, and learning test-taking tricks. They focus on classroom skills, memorizing grammar rules, practicing listening and reading skills, but forget one important thing: background knowledge and awareness of current issues in society.

So when an exam introduces real-world content, authentic contexts, and questions that actually require thinking – students find it unfamiliar. And when something is unfamiliar, it’s often quickly labeled as “too hard.”

We also have a bad habit: when things don’t go our way, we rush to find someone to blame. Low scores? Must be the test. Student stress? Fault of the education system. But how often do we ask: Have we really prepared our students well?

A test that includes a range of difficulty levels – easy, moderate, and hard – shouldn’t be the scapegoat. After all, the high school graduation exam is not just about graduating. It also plays a role in university admissions, which makes differentiation essential. If the test were entirely easy, and everyone scored 9 or 10, how could universities select qualified candidates?

The exam this year is trying to push students out of their comfort zone – away from rote memorization and passive learning. It expects students to read and understand entire passages, infer meaning from context, identify main ideas and supporting details, and rephrase ideas in their own words.

These are exactly the types of skills students need to survive in the real world. There’s nothing “tricky” about the test, it’s just different from what students are used to.

As teacher Vo Anh Triet from Ho Chi Minh City pointed out, the Ministry of Education and Training released the official sample test format months in advance. The actual test followed that format exactly.

So when people say it was “suddenly different” or “surprisingly hard,” that’s just not true. Any teacher who followed the new 2018 curriculum would have trained students with this format. If they didn’t, then perhaps the responsibility lies elsewhere.

So why were students still shocked, even when the format matched the sample test? The reason is simple: they were used to easy versions. For years, the students are never trained for a test that genuinely requires analytical thinking, reading comprehension, and strategy.

As a result, we’ll likely see very few perfect scores, a fair number of 7s and 8s, and many 5s and 6s. There won’t be a lot of celebration. Many students will feel either disappointed or relieved.

So what should we do?

To be fair, it’s understandable that students struggled. Some didn’t expect the test to cover unfamiliar topics outside their usual learning scope.

But the solution is not to make the test easier. If we keep watering everything down, we’ll raise generations afraid of challenge. Instead, we need to rethink our learning methods – and our mindset.

Students need more real exposure to English and general knowledge beyond the classroom. Watch English videos, listen to podcasts, read news articles, write journals in English – simple things that build strong foundations over time.

Instead of teaching kids test-taking hacks, let’s teach them how to reason, analyze, and argue their points. These are the skills they need – not just for exams, but for life.

Some have compared this English test to IELTS or TOEFL. But let’s be realistic. These are four-skill, open-ended tests with fixed formats, and full of academic phrases rarely used in daily life. That’s not necessarily more “realistic” either.

Meanwhile, teachers and school administrators must move away from “transferring answers.” Help students understand why an answer is correct. Encourage them to express their thoughts in English, not just to tick A, B, C, or D.

Teachers should be companions and guides, helping students think critically and solve problems, not face exams with fear and resignation.

When I look at these students, I remember myself nearly 20 years ago, during the first year that Vietnam’s high school graduation and university entrance exams switched to multiple choice. Many of my classmates failed and had to retake the exam the following year.

But I believe that the Ministry of Education and Training is doing the right thing, which is to classify high-quality students from those with lower qualities. Such thing should benefit the students, making them realize their capabilities, and support them to choose their right career paths for the future.

New changes always feel uncomfortable at first. But instead of complaining or blaming others, we need to stand up and figure things out. That’s how we really solve problems.