VietTESOL International Convention 2026

Vietnam's move from English as a Foreign Language (EFL) to English as a Second Language (ESL), which is part of the 2025–2035 national language policy, is the beginning of a major change in the place of English in education. Though this shift is designed to encourage more students to use English in academic and professional settings, it raises concerns about equity in access and continuing proficiency gaps among students. This study investigates questions of equity within Vietnam’s transition from EFL to ESL by assessing the degree to which English language and language proficiency discrepancies influence students’ participation, learning experiences, and perceived access to English-mediated education. Using a mixed-methods study design, data were collected from around 150 university students using questionnaires and semi-structured interviews. Students’ readiness to engage with English and participation is divided between those with more advantaged backgrounds and those with less advantaged backgrounds. Students from more advantaged backgrounds can be reported as having more confidence, participation, and exposure to English in general, whereas those from less advantaged backgrounds have fewer and thus less opportunities to practice and support. Such disparities play a part in uneven classroom engagement and perceptions of fairness. This study highlights the requirement for ESL policy execution on an equity basis, focusing on inclusive pedagogical approaches, targeted support, and equitable access to learning opportunities.