EFL LEARNERS’ MAJOR PROBLEMS IN THE IELTS WRITING TEST: INSIGHTS FROM A VIETNAMESE CONTEXT

Tóm tắt

This research investigates the principal challenges encountered by Vietnamese learners of English as a Foreign Language (EFL) in composing argumentative essays for IELTS Academic Writing Task 2, drawing on a case study situated in the Mekong Delta region. A mixed-methods research design was adopted, integrating quantitative evaluation of learners’ written outputs with qualitative insights obtained from semi-structured interviews. The study involved 21 candidates preparing for the IELTS Academic module at Band 5.0 who were enrolled in a private language center. Learners’ essays were assessed in accordance with the official IELTS Writing Task 2 scoring rubric, incorporating four criteria: Task Response, Coherence and Cohesion, Lexical Resource, and Grammatical Range and Accuracy. The results reveal that participants face substantial challenges in developing ideas, structuring arguments coherently, employing appropriate lexical resources, and maintaining grammatical accuracy. Among these areas, weaknesses in idea development and vocabulary usage were the most pronounced. These challenges can be clearly explained by learners’ limited subject-matter knowledge, restricted range of academic vocabulary, inadequate writing strategies, and insufficient opportunities for consistent writing practice. In response to these findings, this study contributes to the existing literature on IELTS and EFL writing by providing empirical evidence from an under-researched regional context in Vietnam, thereby enriching current understandings of IELTS Writing Task 2 performance at lower proficiency levels. Moreover, the findings offer practical implications for IELTS instructors and curriculum designers by informing targeted instructional interventions that address learners’ specific weaknesses in idea development and lexical resource use.