Academic English – The Silent Barrier Facing Master’s and Doctoral Students

By Dr. Nguyễn Sinh Mỹ, January 11, 2026

In the context of educational globalization and the internationalization of scientific research, research and academic English has become a core competency for master’s and doctoral students. In practice, however, it is also the greatest barrier causing many postgraduate students to struggle, experience delays in their academic progress, or even abandon their academic journeys altogether.

The greatest challenge faced by postgraduate students does not lie in their disciplinary knowledge, but in their inability to master academic language. Many students possess rich practical experience and a solid understanding of their research topics, yet struggle to translate their thinking into standardized academic writing. Common difficulties include an inability to write coherent academic paragraphs, illogical idea development, reliance on spoken English rather than academic English, and, most critically, a lack of control over academic tone.

For doctoral students, this challenge is even more profound. They are required not only to write with grammatical accuracy, but also to persuade academic committees. This demands strong argumentative and critical thinking skills, appropriate use of evidence and citations, and the ability to position their work within the international academic discourse. Many PhD candidates experience prolonged stress as their writing is repeatedly criticized as “descriptive,” “lacking criticality,” or “insufficiently academic,” while receiving little concrete guidance on how to improve.

As a result, the true need of master’s and doctoral students is not general English training, but research-oriented academic English instruction. They require systematic guidance on reading and understanding Q1/Q2 journal articles, writing structured literature reviews, identifying and articulating research gaps, responding effectively to supervisors’ and reviewers’ comments, and confidently presenting and defending theses in English.

In addition, postgraduate students need personalized learning pathways tailored to their discipline, entry-level proficiency, and academic objectives—whether completing a thesis, publishing journal articles, or defending a dissertation. They need mentors who not only understand international academic standards, but also empathize with the psychological pressures and contextual challenges faced by learners in Vietnam.

In conclusion, research and academic English is no longer a supplementary skill, but a critical survival requirementfor master’s and doctoral students. Addressing these challenges accurately and effectively is the key to shortening study duration, improving research quality, and enabling meaningful integration into the global academic community.