VietTESOL International Convention 2026

The Vietnamese government recently mandated a strategic transition of English from a Foreign Language (EFL) to a Second Language (ESL) between 2025 and 2030, with a long-term vision toward 2045. This ambitious repositioning requires significant coordination across the educational sector, with universities playing a pivotal role in developing a workforce capable of facilitating ESL at lower educational tiers and within a globalized context. This study investigates the challenges and strategies associated with ESL implementation at Haiphong University in Northern Vietnam. Grounded in a theoretical framework distinguishing EFL from ESL and an eight-factor model of institutional challenges, the research employed a mixed-methods approach. Data were collected via a 6-point Likert scale questionnaire and semi-structured interviews involving 31 faculty members and 335 students across various pedagogical majors. Findings indicate a significant conceptual gap: fewer than 90% of teachers and 50% of students could accurately distinguish between EFL and ESL. Respondents reached a consensus on eight primary challenges (Means: 4.39–4.90), with the "ESL Environment" identified as the most formidable barrier. Consequently, the study proposes fourteen strategic interventions to support a successful transition. These outcomes serve as a critical reference for other higher education institutions navigating similar policy shifts in Vietnam.