The Hong Kong Examinations and Assessment Authority (HKEAA) has published its official compendium for the 2025 Diploma of Secondary Education (DSE) examinations, offering a detailed analysis of candidate performance, marking schemes, and subject question papers. The results highlight specific, recurring areas where students struggled in the compulsory English Language examination, ranging from linguistic precision to contextual understanding.
The yearly report, which provides crucial feedback for subsequent cohorts, noted significant issues across the four core components of the English assessment: Reading (Paper 1), Writing (Paper 2), Listening and Integrated Skills (Paper 3, not detailed in report), and Speaking (Paper 4).
Pitfalls in Reading and Writing
In Paper 1, the Reading component, examiners observed persistent confusion between homophones or near-homophones. Common examples included candidates substituting “feel” for “fill” and “word” for “world.” This suggests underlying difficulties in both phonological discrimination and contextual word use.
The most notable misinterpretation, however, occurred in Paper 2, the Writing component. Candidates were tasked with drafting a blog post reflecting on a one-week trial of a vegetarian lifestyle and whether they intended to continue it. A significant number of students fundamentally misunderstood the core concept. Instead of discussing the dietary experience of abstaining from meat, many focused their narratives on the generic topic of “vegetables,” leading them to write off-topic essays about farming practices or produce marketing. This confusion between the dietary category (vegetarian) and the produce item (vegetables) resulted in irrelevant compositions and low scores.
Grammatical and Conversational Errors Persist
The analysis of candidate performance in the Speaking component (Paper 4) revealed both grammatical weaknesses and deficiencies in conversational strategy.
Common Grammatical Slip-ups:
- Incorrect subject-verb agreement, notably using “Hong Kong have” instead of “Hong Kong has,” and “people is” instead of “people are.”
In terms of effective communication, weaker candidates often struggled to engage dynamically in group discussions. Examiners noted a tendency to default to the non-committal phrase, “I agree with you,” regardless of the context or viewpoint expressed. Furthermore, these students often adopted an overly passive role, failing to initiate contributions or maintain the pace of the exchange. The report also pointed to isolated incidents of inappropriate conversational mechanics, such as commencing discussions at an unusually loud volume.
Implications for Future Students
The HKEAA data underscores the need for high school English curriculums to emphasize critical accuracy and contextual awareness, particularly in high-stakes examinations.
Actionable Takeaways for DSE Candidates:
- Refine Vocabulary Precision: Candidates must actively distinguish between words that sound similar but possess widely different meanings. Practice exercises focusing on context clue recognition are vital.
- Master Subject-Verb Agreement: The consistent error in basic subject-verb syntax requires targeted remedial work, especially with irregular collective nouns and proper nouns.
- Ensure Contextual Fidelity: Before beginning a writing task, students must explicitly define and adhere to the prompt’s core concepts (e.g., understanding “vegetarian” as a lifestyle choice, not merely a food item).
- Practice Dynamic Speaking: Focus on developing phrases beyond simple agreement. Learn how to respectfully challenge, qualify, build upon, or introduce new points to maintain a robust, active role in group discussions.
The detailed HKEAA review serves as a necessary guide for educators and students, highlighting that foundational grammatical accuracy and precise interpretation remain the crucial differentiators in a competitive examination environment.