English was first introduced as a taught foreign language in Vietnam in 1986, yet more than 40 years later the Vietnamese people still find it difficult to speak the language. To improve the students¿ proficiency in speaking English, the Vietnamese government developed a series of new textbooks based on the Communicative Language Teaching (CLT) approach. CLT is a learner-centred, interaction-driven and authentic materials-driven teaching approach. The CLT method of interest in this study is the teaching of drama. Learners have shown significant improvements in their speaking-related parameters through drama studies all over the world. However, the CLT approach has found little success in Vietnam in the past (Ellis 1994). This research project is designed as an experimental study that aspires to increase the students' competency in speaking English through drama activities. The findings of this study differ from the literature, which has found that a CLT approach cannot be applied in Vietnam (Ellis 1994), and are promising from the perspectives of parents, educators, and policymakers.