Brian Jeffrey
Dr. Nguyen Thanh Hung from Hanoi University of Science and Technology discussed the challenges many students face in graduating due to English proficiency requirements. He noted that this is not the result of overly strict demands but rather a legitimate necessity for modern graduates in technical fields. The delays are predominantly attributed to three key factors.
Hung pointed out that students from rural or underprivileged backgrounds often start university with inadequate English skills. Their tight schedules leave little room for language improvement, and many wait until their final year to tackle English studies, which can be too late for meeting graduation requirements. Additionally, distractions from internships or part-time jobs further hinder their progress in language acquisition.
In contrast, students enrolled in advanced programs conducted entirely in English typically do not encounter similar delays due to their stronger language foundations.
Dr. Le Anh Duc from the National Economics University revealed that approximately 20% of students in Vietnamese programs experience graduation delays related to English requirements, compared to just 5% in English-only advanced programs. For special programs that mix language instruction, the delay rate stands at around 8%.
Duc also noted that some students procrastinate by postponing English certification exams until their final year, combining it with course grades and graduation validation. The universities’ requirement for internationally recognized certifications like IELTS, TOEFL, or TOEIC entails a considerable amount of preparation.
At the University of Commerce, officials recognized that disadvantaged students, who often balance part-time jobs to support their studies, frequently struggle with meeting English proficiency requirements. Nevertheless, they assert that the standards, which align with the national B1 standard (CEFR or IELTS 5.0), are appropriate.
Many students tend to finish their courses first before focusing on English, causing graduation delays.
Dr. Thai Doan Thanh from the Industrial University of Ho Chi Minh City shared concerns regarding students neglecting graduation requirements, often postponing language assessments until their final semester. This timing coincides with their busy schedules filled with internships and thesis work, complicating their ability to meet the English language requirements.
At Ho Chi Minh City University of Technology, Associate Professor Bui Hoai Thang mentioned a graduation requirement of a TOEIC score of 600 for Vietnamese programs, while advanced courses require an IELTS score of 6.0.
Similarly, Industrial University of Ho Chi Minh City requires students to achieve a B1 level proficiency in English. The university allows the use of international certifications to alleviate student pressure.
Looking ahead, institutions like the University of Commerce are planning to raise their English proficiency standards to an IELTS minimum score of 5.5 to enhance overall graduate quality.
At the National Economics University, the minimum IELTS score for graduation in advanced English programs is set at 6.5, while application-oriented and high-quality programs expect a score of 6.0. Standard Vietnamese programs require a minimum IELTS score of 5.5.
Additionally, Banking University of Ho Chi Minh City has opted to eliminate the final English graduation requirement, substituting it with a requirement for students to demonstrate B2-level proficiency by their third year. From their third year onwards, all major courses are conducted in English, ensuring students acquire necessary language skills well before they graduate.
Thanh Hung – Le Huyen
