A COMPARATIVE STUDY OF “HSK STANDARD COURSE 4” AND “MSUTONG EXPRESSWAY TO CHINESE INTERMEDIATE LEVEL” FROM THE PERSPECTIVE OF USE IN VIETNAMESE TRAINING INSTITUTIONS

Abstract

This study systematically compares two intermediate‐level Chinese textbooks: “HSK Standard Course 4” and “Msutong Expressway to Chinese Intermediate” through analyses of vocabulary, grammar, texts, and exercises, contextualized by practices at Vietnamese language centers. Employing content analysis, quantitative statistics, learner surveys, and instructor interviews, it constructs a dual‐standard evaluation framework (“curriculum guidelines + teaching practice”) and a unified model of “structural features - user feedback - teaching adaptability.” Results indicate that HSK Standard Course 4 offers exam‐aligned vocabulary distribution and a comprehensive, standardized grammar system, whereas Msutong Expressway provides up‐to‐date, communicative vocabulary and task‐based, scenario‐driven grammar instruction. Texts in HSK Standard Course 4 emphasize genre diversity and exam writing preparation, while Msutong Expressway features authentic dialogues that enhance engagement and oral skills. Exercise formats differ accordingly: HSK drills for test readiness; Msutong supports interactive, communicative tasks. Neither textbook alone meets all instructional needs; instead, they embody complementary “exam‐oriented” and “communicative” orientations. Many Vietnamese institutions thus adopt a flexible, combined approach to optimize learning outcomes.