Are we learning English to communicate or get an IELTS certificate?

I was teaching English for an Australian training project, using English every day at work, writing reports even writing academic research published in international journals.

My sister was a biology student.

My sister spent months studying for the exam at a reputable center, determined to win a scholarship in Australia, while I took the exam without much practice. This made me realize that there is a big difference between actual language ability and a score on a standardized test.

This is also the reason why many people often distinguish between studying for a certificate and studying for use.

As someone who has taught and studied foreign languages for more than three decades, both in Vietnam and abroad, I understand that each person's motivation for learning a foreign language is different.

Some people learn out of passion, others to apply for a scholarship, get a job or pass an exam.

None of them are wrong, because learning a foreign language always starts with personal needs - and those needs are completely legitimate.

I have taught in several public schools in Vietnam where English learning revolves mainly around grammar and practice tests.

Many students are good at sentence structure and doing exercises correctly, but cannot speak a complete sentence when meeting foreigners.

In a monolingual environment, it is difficult to ask students to "learn to communicate", especially when all the pressure around them is focused on exams.

Later when I taught university preparation programs in Australia and met students from many countries too I saw people with quite high IELTS scores but with difficulty in academic communication and critical thinking in English.

This shows many teachers and learners are too focused on getting scores and certificates instead of cultivating language skills as a tool for life.

I agree with the view that learning a foreign language is for communicating, studying and working in a changing world.

However, from my teaching experience in Vietnam, I have realized that "learning to communicate," though ideal, is not always feasible in many educational environments in Vietnam today.

Large classes, short class hours and a curriculum heavy on grammar and translation combined with a lack of natural communication environments in foreign languages make it difficult for both teachers and students to develop practical language skills.

Students study science with a foreign teacher in a classroom in Ho Chi Minh City. Photo by EMG

Many studies have also shown that, in non-English speaking countries, the goal of learning a foreign language for communication, though considered ideal in theory and policy, is very difficult to achieve in practice.

Therefore, "learning to communicate" is more likely to become a slogan than an effective and feasible educational practice.

In this context, studying for international certificates such as IELTS, TOEFL or Cambridge English can still be a temporary solution, even a visionary and practical choice.

Because these standardized tests, if taught and learned properly, offer many benefits.

Many students studying for IELTS for their final or university graduation exams say that the process of preparing for the four skills, especially reading and writing, helps them with logical reasoning and critical thinking.

These are skills they rarely develop in high school or even university programs, and so the IELTS test preparation journey for them is not simply conquering an exam but also a challenging and exciting process of intellectual exploration.

Many people even believe that, compared to the original goal of just "getting a certificate," developing deeper thinking and language skills makes the learning experience much more interesting and meaningful.

After completing the exam, those skills and knowledge are not forgotten but continue to be effective in work, study and daily life.

Some studies in the region also show that standardized tests can act as a "motivator" to help learners have a specific direction and create motivation to improve their language ability comprehensively as long as the test preparation process is not reduced to learning tricks and memorizing.

International certificates are, in fact, also an "academic passport," a necessary condition for many Vietnamese students to access global education and work opportunities.

Furthermore, in the Vietnamese education system, where assessment is often closely linked to exam results, having a reliable language certificate can help learners reduce the pressure from domestic exams, opening up more career options.

If we can shift from "practicing to cope with the test" to "learning to understand, to use the language in practice," the certificate is no longer the final destination, but becomes a milestone marking a journey of serious and oriented efforts.

The problem in language learning is not simply about the goals of "learning to test," "learning to get a certificate" or "learning to communicate."

The core question that needs to be asked is: How are we doing it?

As educators or policy makers, the important thing is not to choose sides between "learning to communicate" and "learning to get a certificate" but is about how we can accompany learners on their journey to discover their true motivations, whether immediate goals or long-term visions.

*Pham Hoa Hiep is a lecturer in translation, language and communication at Hue Language University, Hong Bang International University, RMIT Vietnam, and TAFE Queensland. He currently works as a language consultant, collaborating with international companies such as RWS Life Sciences Group and ICON plc.