VIETTESOL INTERNATIONAL CONVENTION 2025

English speaking skills are vital for young learners, yet many Grade 3 students at Ngoc Hoa Primary and Secondary School struggled with fluency, pronunciation, and confidence despite learning vocabulary and sentence patterns. These issues were further exacerbated by limited classroom time, lack of speaking practice, and low parental involvement. To address these challenges, this study applied the Repeated Reading (RR) technique with the aim of improving students’ reading and speaking skills through structured, repetitive practice.
A qualitative action research method was used, with observations, student output, and peer interactions forming the basis for analysis. The RR technique was integrated into daily classroom activities, including chants, songs, audio-supported reading, and peer-led review sessions. Students were also encouraged to practice reading aloud at home, with parental support when possible.
Findings showed that 90% of students improved in their speaking fluency and confidence. Notably, 30% became fluent speakers, while the remaining showed clear progress. Students were more engaged, showed greater autonomy, and were able to produce natural-sounding language in classroom dialogues and speaking projects.
Diem Lam Hong is currently working as an English teacher at Ngoc Hoa Primary and Secondary School in Giồng Riềng District, Vietnam. She is dedicated to developing effective, low-cost strategies to enhance English language instruction in rural schools. Her focus is on empowering students to build confidence and fluency through active learning and repeated exposure to language in meaningful contexts.