VietTESOL International Convention 2026

Speaking in English is a complicated and challenging skill among the Vietnamese young learners of English as a foreign language (EFL) who are taking the Cambridge Young Learners English (YLE) examinations where they have to provide spontaneous answers in time limitations. To expand on the speaking practice beyond the teacher-led activities, the current study investigated the perception of EFL teachers on the application of self-video, when pupils record their own oral performance, as a way of developing the speaking competencies and examination preparedness of young learners in the preparation courses in Ho Chi Minh City. A sequential mixed-method design of explanation was used. To determine perceived pedagogical value and practical use (PVPU) and perceived impact on exam readiness (PIER), a questionnaire was given to sixty EFL teachers. Second, semi- structured interviews with four teachers were conducted to give explanatory richness and further contextualization on the results of the survey. The results showed a moderately positive position of the participants. According to teachers, the self-video method was very much in line with the lesson goals, supported students, and provided them with feedback in a timely manner, which promoted fluency and confidence. However, the participants also noted that there are some limitations such as technical problems, more workload related to marking, and there are the issues of privacy and consent. In addition, educators were not sure that the noticed improvements would automatically be applied to the performance on Cambridge speaking tasks without a carefully planned task alignment. The research finds that the use of self-video by teachers can be described as a conditional type of adoption: the practice is best appreciated when it is compatible with examination activities, time-constrained, reinforced by effective feedback systems, and insured by explicit guidelines.