Abstract :

This study investigates the teaching strategies and challenges related to developing English speaking skills among fourth-grade students at a Primary School in HCMC. Using a mixed-methods approach, data were collected through questionnaires with 15 English teachers to evaluate the application of five pedagogical models: the Consideration Model, the Cognitive Development Model, the Value Classification Technique, the Rational Formation Model, and the Non-directive Model. Results indicated that the Non-directive and Consideration Models were most frequently used, promoting student-centered learning and interactive language practice. However, aspects like peer feedback, creative storytelling, and visual support were underutilized. Teachers reported several persistent obstacles, including large class sizes, low student motivation, limited English proficiency, and insufficient learning resources. The study highlights the importance of communicative language teaching strategies that are developmentally appropriate and adaptable to classroom constraints. Based on these findings, the study recommends a more balanced integration of all five models, improved teacher training, resource allocation, and class size reduction. These changes aim to foster an engaging, supportive environment where students can actively participate and build confidence in using English for real-life communication.

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Keywords :

Grade 4 students, speaking skills, Teaching strategies

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