VietTESOL International Convention 2026

Speaking tasks play a central role in communicative language teaching as they provide learners with opportunities to practice oral interaction and develop communicative competence. In many EFL contexts, however, the effectiveness of speaking instruction depends largely on how teachers implement textbook tasks in actual classroom settings. Although textbooks remain the primary instructional resource in high school education, few studies have examined how EFL teachers use speaking tasks provided in newly introduced national textbooks. In Vietnam, the Global Success English textbook series has been widely adopted in high schools as part of the current educational reform, yet empirical evidence regarding teachers’ classroom use of its speaking tasks remains limited. This study therefore aims to explore EFL teachers’ use of speaking tasks in the Global Success textbooks. A qualitative case study design was employed, and data were collected through semi-structured interviews with EFL teachers. The data were analyzed using thematic analysis to identify patterns in teachers’ instructional practices. The findings indicate that teachers generally recognize the communicative value of the speaking tasks but frequently adapt them to accommodate students’ proficiency levels, time constraints, and classroom realities. The study offers pedagogical implications for teachers, textbook developers, and teacher education programs in supporting the effective implementation of speaking tasks in EFL classrooms.