Social learning strategies have constantly been introduced to ESL learners to help them become more effective in terms of enhancing their language proficiency (Dreyer &Oxford, 1996; Oxford, 2003). Such the strategies are particularly considered as an effective approach to accelerate Asian learners' speaking competence as well as stimulate Asian learners, who are influenced by Confucianism in which learners tend to value quietness and be less opinioned, to master their speaking competence (Chou, 2004). As Kinosshita (2003) implied, in order to assist learners recognize such the power of social learning strategies educators should regularly integrate these strategies into ESL classrooms. The purpose of this research, therefore, was to present steps of an action research on integrating social learning strategies in two ESL speaking classes at Can Tho University. Fifty five Vietnamese first-year tertiary ESL students participated in this action research. Adapted SILL pre-survey, lesson plans, class observations and video records, anecdotal records, and post-survey about students’ reflections provided information about how the instruction of social learning strategies was conducted and how participants responded to it. The results of the study suggest that a number of social learning strategies are helpful, accessible, and quite usable for improving Vietnamese ESL young learners’ speaking competence.