This study aims to examine the usage of request speech act’s strategies of Vietnamese Korean learners, and to discuss the implications of improving their pragmatic abilities. In order to achieve this purpose, this study used the most commonly used Discourse Completion Test (DCT) data collection method in speech act research. The respondents to the DCT were 39 Vietnamese learners of Korean language with a Topik Certificate of Grade 4 or higher. Studies have shown that in the scenarios of head act, Vietnamese learners generally preferred indirect request strategies over direct request strategies. Vietnamese learners were found to have used more request strategies in cases of high intimacy, compared to those with low intimacy. In addition, there were strategies that appeared only in situations where intimacy was high, but did not appear in situations where intimacy was low (such as discourse cover strategies, joking strategies, criticizing strategies) and, on the contrary, only when intimacy was low (understanding/self-introduction). Therefore, for Vietnamese learners, we need a request painting style education that can represent various strategies for making various requests. Moreover, it is necessary to educate Vietnamese learners on the speech act of request so that they can use appropriate strategies in appropriate situations by including various variables such as intimacy and social status.