Disparity in Scores Highlights Struggles with Vietnamese Language Proficiency
The University of Ho Chi Minh City (UHCM) released results for the first round of the V-ACT exam, revealing a stark divide in performance. Over 133,000 students nationwide participated, but at least 100 scored the lowest in the Vietnamese section compared to math, English, and science reasoning. This pattern emerged even among candidates with total scores exceeding 1,000, raising questions about the section’s difficulty.
Some students, like Trần Hoàng Thiên Phúc, the top scorer, achieved perfect scores in English and science but fell short in Vietnamese, scoring 234 out of 300. This discrepancy has prompted educators to examine whether the exam’s structure or the students’ preparation methods contributed to the gap. The trend is not isolated; multiple candidates reported similar struggles, with many noting that the Vietnamese section felt disproportionately challenging.
This has sparked debates about whether the exam’s design inadvertently disadvantages students who excel in other subjects.
Exam Design Shifts and Unfamiliar Topics Exacerbate Student Challenges
Teachers and exam analysts attribute the low scores to a deliberate shift in the Vietnamese section’s focus. Thạc sĩ Bùi Văn Công, a V-ACT tutor, explained that the section now emphasizes logical reasoning over traditional literary analysis, a change that caught many students off guard. This shift, combined with unfamiliar topics like poetic rules and grammar corrections, created unexpected hurdles.
The exam also introduced questions on technical linguistic concepts, such as niêm luật in classical poetry, which many students had not encountered in their high school curriculum. Thầy Đặng Duy Hùng of Helius Education noted that the section’s emphasis on reading dense texts consumed more time than previous years, further complicating the test-taking experience. Students like Huỳnh An Khang highlighted that the section’s challenges stemmed from its reliance on foundational knowledge from earlier grades, which is not a primary focus in the 12th-grade curriculum.
This disconnect has left many feeling unprepared, despite their strengths in other subjects.
Educators Call for Reforms to Address Language Proficiency Gaps
Educators are urging the exam organizers to address the growing concern over Vietnamese language proficiency. Thầy Lê Văn Minh of Alpha Education emphasized that the issue is not new but has worsened over time, with students increasingly struggling to use the language effectively in academic and real-world contexts. He noted that most students in his classes scored higher in English than Vietnamese, a trend he attributes to the language’s declining prominence in education.
To combat this, Minh advocates for incorporating more practical language exercises into exam preparation, such as analyzing literary works and refining writing skills. He also suggests integrating culturally relevant content to make the language more engaging for students. Meanwhile, other educators stress the need for detailed scoring data to distinguish between exam difficulty and student performance.
The debate underscores a broader challenge: balancing academic rigor with accessibility. As the V-ACT prepares for its second round, the focus remains on whether reforms can bridge the gap between students’ abilities and the demands of the Vietnamese section.
Conclusion
The Vietnamese section’s role in the V-ACT exam has become a focal point for discussions about language education in Vietnam. While the exam’s design aims to assess critical thinking, its current structure risks alienating students who excel in other areas. Addressing this tension will require a nuanced approach that prioritizes both linguistic proficiency and equitable assessment.
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