Vietnamese educators emphasize early IELTS learning to build strong English foundations

In a live-streamed panel hosted by Thanh Nien (Youth) newspaper on Tuesday, education leaders and English language experts discussed how Vietnamese students can effectively prepare for IELTS beginning in primary and lower-secondary school.

"Contrary to popular belief, starting from a blank slate is an advantage," said Ha Dang Nhu Quynh, academic director at DOL IELTS Dinh Luc and a PhD student in education at the University of Reading in the UK.

"Young children are not yet shaped by poor study habits or shortcuts, so they can build a solid, structured foundation in English from the start."

Quynh, who holds a 9.0 IELTS overall score, emphasized that elementary learners should be taught using proper techniques, such as the International Phonetic Alphabet (IPA), instead of Vietnamese phonetics.

She also recommended avoiding rote vocabulary memorization in favor of logical, systemized learning methods.

A central focus of the discussion was the Linearthinking methodology, pioneered by DOL, which emphasizes systematic and simplified thinking patterns.

"Linearthinking enables students to build mental frameworks for vocabulary, grammar, and comprehension, helping them retain information better and avoid the frustration of ineffective learning," Quynh said.

Panelist Tran Anh Khoa, also an academic director at DOL and a national English Olympiad medalist, echoed the sentiment, asserting that early exposure to academic English helps young learners keep pace with international standards.

"While some argue that IELTS is too demanding for younger students, it's about building academic habits – not just preparing for an exam," Khoa said.

Still, large class sizes in public schools pose a challenge.

"Teachers cannot track individual progress or provide detailed feedback," said IELTS instructor Do Thi Ngoc Anh, who holds a master's degree from the University of the West of England.

She advocated for cultivating self-directed learning habits in children.

With digital tools such as Learning Management Systems (LMS) and AI-assisted pronunciation software, even parents who lack English skills can support their children's learning at home.

"At DOL, after-class support tools enable parents to monitor their child's progress in real-time," said Quynh.

The live stream also featured Banh Pham Ngoc Van, Vietnam country manager at Education New Zealand under the New Zealand Consulate General in Ho Chi Minh City.

She noted a rising trend of Vietnamese families sending their children to study in New Zealand as early as high school.

While New Zealand's secondary schools do not require a fixed IELTS score, many scholarship programs – including the New Zealand Schools Scholarships (NZSS) – expect applicants to meet international English benchmarks, such as a 5.0 IELTS score for students in grades 8-10.

"Early IELTS preparation not only helps students meet entry requirements but also enables them to adapt quickly to the academic and social environments of English-speaking countries," said Van, a top graduate in English literature from the Ho Chi Minh City University of Social Sciences and Humanities.

She stressed, however, that practical language use is as vital as test scores.

"In New Zealand, English is needed not just in the classroom but in everyday life – chatting with friends, shopping, or navigating public transport," she said.

Summer immersion programs, where Vietnamese students attend regular classes alongside New Zealanders, offer opportunities for real-world practice.

As Vietnam continues to internationalize its education system, experts agree that early IELTS learning – when paired with engaging methods and proper support – can serve as a gateway to global opportunities.

"Teaching English early isn't about adding pressure," Quynh said.

"It's about opening doors."