By Min Zan

 

THE recent Myanmar Grade 12 English examination has sparked widespread discussion among students, teachers, and educa­tors alike. Many students found cer­tain questions particularly challenging, leading to frustration and concern. This review aims to analyze the structure and content of the exam, evaluate its alignment with the current curriculum, and discuss the implications of its dif­ficulty level on students and teachers.

Challenges Faced by Students

 

One of the most pressing concerns raised by students was the complexity of the questions, which required not only a thorough understanding of the English language but also the ability to apply critical and creative thinking skills. While the newly introduced cur­riculum emphasizes these cognitive abilities, many students struggled due to the traditional rote-learning methods still prevalent in classrooms.

 

Moreover, the integration of all four language skills – reading, writing, listen­ing, and speaking – posed an additional challenge. The examination required students to demonstrate comprehen­sive linguistic proficiency, which is dif­ficult for those who have been trained mainly in memorization-based learning rather than practical language use.

 

Difficulties in Question 1 and 2 and Possible Solutions

Question 1: The first question re­quired students to engage in detailed reading comprehension, analyzing a passage critically and answering infer­ence-based questions. Many students struggled due to the complexity of the text and the necessity of drawing con­clusions rather than finding direct an­swers from the passage. The reliance on memorization made it difficult for students to think beyond surface-level understanding.

 

Solution: To improve performance in similar questions, students should practise reading diverse texts, includ­ing newspapers, journals, and literary works. Teachers should emphasize active reading strategies such as sum­marizing, questioning, and predicting outcomes to develop deeper compre­hension skills.

 

Question 2: This section involved grammar and vocabulary usage in context. The challenge lay in applying grammatical rules flexibly rather than recalling them in isolated exercises. Many students were unfamiliar with contextual usage and word families, making it difficult to answer accurately.

 

Solution: A strong foundation in grammar through real-world applica­tion is necessary. Instead of relying sole­ly on grammar drills, students should engage in writing exercises that incor­porate grammatical structures natural­ly. Teachers can also integrate interac­tive learning methods like role-playing and sentence construction activities to enhance practical grammar usage.

 

Challenges in Question 3 and Rec­ommendations

Question 3: It requires students to change the sentence “Zaw Zaw asked Mya Mya why she had not come to their Soon-kyway the day before.” into direct speech. The observation that this year’s students struggled with this question suggests potential gaps in preparation or understanding. Below is an analysis of how teachers and students can ad­dress this issue.

 

From the teachers’ perspective, the difficulty may stem from insufficient focus on transforming reported speech into direct speech in the classroom. To improve, teachers should incorpo­rate more explicit instruction on this grammatical structure, emphasizing the shift in tense, pronouns, and time expressions (e.g., “the day before” becoming “yesterday” in the direct speech). Practical exercises, such as converting a variety of reported speech sentences into direct speech, could re­inforce this skill. Additionally, teachers could use role-playing activities where students practise asking and answering questions directly, making the concept more relatable and engaging. Regular feedback on practice tests would also help identify and correct recurring mis­takes early.

 

From the students’ side, the chal­lenge might reflect a lack of familiarity with the rules or inadequate practice. Students should actively review the dif­ferences between reported and direct speech, paying attention to examples like the expected answer here: Zaw Zaw said to Mya Mya, “Why didn’t you come to our Soon-kyway yesterday?” They can prepare by working through past exam papers or creating their own sentences to convert, self-check­ing against grammar resources. Group study sessions could also be beneficial, allowing peers to quiz each other on sim­ilar transformations. Finally, students should seek clarification from teachers whenever they encounter difficulties, ensuring they build confidence in this area.

 

In addition, teachers need to en­hance instructional strategies with targeted lessons and practice, while students should take responsibility for reviewing and applying the rules con­sistently. Collaborative efforts between both sides can ensure better perfor­mance on such questions in the future.

 

Challenges in Question 4 and Mem­orization-Based Learning

Question 4: This question primarily assessed students’ ability to recall and apply memorized information, making it relatively easier for those who relied on rote learning techniques. Unlike other sections that did not demand critical thinking, this question rewarded stu­dents who had committed textbook content to memory.

 

While this might have been benefi­cial to some students, it also raises con­cerns about whether the examination truly evaluates language proficiency. The ability to memorize information does not necessarily equate to effective communication skills. A balanced as­sessment should integrate both knowl­edge recall and practical application.

 

Solution: In future assessments, questions should be designed to en­sure that memorization alone is not sufficient for success. Educators should shift towards teaching methodologies that encourage comprehension, dis­cussion, and practical language use. Students should also be encouraged to engage with diverse materials beyond their textbooks to enhance their overall language proficiency.

 

Reading Comprehension: Seen versus Unseen Texts

Question 5: This reading compre­hension section was based on a seen passage, meaning students had previ­ously studied it. However, despite their familiarity with the text, many struggled with the detailed comprehension ques­tions, which required deeper analysis and interpretation. This suggests that the rote memorization of texts is not an effective approach to understanding and answering comprehension-based questions.

 

Solution: Teachers should em­phasize analytical reading strategies, encouraging students to understand the meaning of passages rather than just memorizing them. Incorporating dis­cussion-based lessons, where students analyze themes, ideas, and authorial intent, would improve their compre­hension skills.

 

Question 6: Unlike Question 5, this section involved an unseen passage, making it significantly harder for stu­dents unfamiliar with reading unfamil­iar texts. Many students found it difficult to process new vocabulary and grasp the meaning of the passage within the given time.

 

Solution: To better prepare for unseen passages, students should en­gage in regular reading practice using a variety of texts, including articles, essays, and stories. Teachers should provide comprehension exercises that simulate real exam conditions, training students to extract key information ef­ficiently. Encouraging students to read independently outside of school will also strengthen their ability to handle unfa­miliar texts.

 

Challenges in Question 7: Dia­logue-Based Section

Question 7: This section focused on dialogue writing, which required students to demonstrate speaking and listening skills. However, most Grade 12 students struggled with this because they had little to no exposure to speak­ing practice in school. The lack of proper speaking and listening facilities in many schools meant that students were un­prepared for this type of question.

 

Another major issue was that stu­dents were unfamiliar with construct­ing natural dialogues. Without regular speaking practice, they found it difficult to create realistic conversations with appropriate tone, grammar, and flow. Additionally, students who lacked con­fidence in spoken English were hesi­tant to attempt the question, leading to incomplete or ineffective responses.

 

Solution: To bridge this gap, schools should prioritize speaking and listening activities in the curriculum. Teachers should conduct role-playing exercises, debates, and conversational practice sessions to help students build confidence in their spoken English. Additionally, schools should invest in audio-visual tools that provide inter­active listening exercises to improve comprehension and response skills.

 

Moreover, teachers should intro­duce students to different conversation­al structures through guided practice. Incorporating real-life scenarios into classroom activities, such as ordering food, making phone calls, or discussing current events, can help students de­velop practical dialogue skills. Regular peer discussions and group activities will also improve their ability to con­struct meaningful dialogues.

 

Challenges in Questions No 8 & 9: Letter Writing and Essay Writing Difficulties

Another major difficulty students encountered was in the letter writing and essay writing sections. These tasks required them to engage with real-world scenarios and express their thoughts in a structured and coherent manner. Unlike previous examinations that of­ten followed predictable patterns, this year’s test presented topics that re­quired contextual understanding and up-to-date knowledge.

 

For instance, essay titles reflected contemporary issues, which favoured students with broader exposure to general knowledge and global affairs. Students who relied solely on school textbooks without additional reading materials or practice found these sec­tions particularly difficult.

 

For the above difficulties, here’s an expanded evaluation and sug­gestions:

Suitability for Students: The questions should be designed to re­flect everyday scenarios and topics that students encounter in their lives. For instance, letter-writing topics could in­clude composing an email to a customer service team about a delivery issue or writing to a friend about a recent com­munity event. These practical applica­tions of English will prepare students better for real-life situations.

 

Teaching Approach: Teachers need to adapt their methods to make writing exercises engaging and relat­able. This could involve:

 

- Conducting interactive sessions where students write letters or es­says collaboratively.

- Assigning activities like writing dia­ry entries, opinion pieces on current events, or crafting fictional stories.

- Organizing peer review sessions, where students can evaluate and provide constructive feedback to one

Assessment and Scoring: The assessment criteria should reward creativity, originality, and the effective use of language alongside grammar and structure. Offering clear rubrics can ensure transparency and fairness in scoring, making students more con­fident in their abilities.

 

Future-Oriented Questions: To reduce stress, question options should cater to varying levels of difficulty. For essay writing, topics should include a mix of current global issues, such as climate change or the use of AI in educa­tion, and universally relatable themes, like the importance of kindness or cul­tural traditions.

 

Encouraging Broader Partici­pation: Schools can host workshops and competitions that train students to tackle such questions more effectively. Exposure to a diverse range of topics and writing styles can broaden their perspectives and improve their skills.

 

Implications for Teachers and Future Examinations

Given the challenges observed in this year’s exam, educators may need to reconsider their teaching approach­es. A shift towards interactive and dis­cussion-based learning methods could better equip students for exams that require higher-order thinking skills.

Furthermore, teachers should en­courage students to read widely beyond their textbooks, engage in critical dis­cussions, and practise writing respons­es to diverse topics. Schools should also incorporate more listening and speak­ing activities to develop well-rounded language skills.

 

The 2025 Myanmar Grade 12 Eng­lish examination has highlighted signif­icant gaps between the educational sys­tem’s aspirations and actual classroom practices. While the intention behind the exam aligns with global educational standards, students have struggled due to the persistence of outdated teaching methodologies. To bridge this gap, ed­ucators must adopt more student-cen­tred teaching strategies, and students should be encouraged to develop inde­pendent learning habits. Only through these efforts can future exams become a fair and effective measure of English proficiency in Myanmar.