Abstract

This study examines the current state of speaking and listening skills development among Khmer ethnic minority third graders in Vietnamese language instruction at three primary schools in Hưng Mỹ Commune, Vĩnh Long Province. Data were collected through document analysis and questionnaire surveys involving 48 teachers, 120 students, and 36 school administrators and professional staff during the 2025–2026 academic year. The findings indicate uneven development of students’ speaking and listening skills, with listening comprehension stronger than oral expression, interaction, and communication in Vietnamese. Instruction predominantly follows a whole-class format, while opportunities for interaction, experiential learning, and peer feedback are provided infrequently. The main difficulties include a lack of confidence, the influence of students’ first language, limited Vietnamese vocabulary, and insufficient time for practice. These findings provide a basis for proposing appropriate measures to support the development of students’ speaking and listening skills.

Keywords: Grade 3, khmer ethnic minority students, primary education, speaking and listening skills, vietnamese language teaching.