This study investigates the application of the collaborative approach in English speaking classes for first-year university students in Viet Nam. The study aims to examine how collaborative speaking activities contribute to students’ English speaking performance, classroom participation, confidence, and interaction. Drawing on the principles of collaborative learning, the research emphasizes group-based oral activities such as discussion, role-play, problem-solving tasks, and peer interaction as means of increasing students’ opportunities to use English in meaningful communicative contexts. A descriptive research design is proposed, using questionnaires, classroom observation, and speaking performance assessment to collect data from first-year university students enrolled in English courses. The expected findings indicate that the collaborative approach can create a more learner-centered speaking environment, increase student talking time, reduce speaking anxiety, and promote cooperation among students. However, possible challenges may include unequal participation, students’ use of Vietnamese during group work, limited vocabulary, low confidence, and the need for careful teacher monitoring. The study concludes that the collaborative approach is a practical and effective pedagogical strategy for improving English speaking instruction at Vietnamese universities, particularly when teachers provide clear instructions, appropriate grouping, sufficient language support, and constructive feedback.