This study aims to examine what factors affect the oral communication of teachers and students in fifth grade. The study is based on analyses of the working methods of four teachers of English, and it also considers the teachers’ as well as their students’ thoughts about oral communication in English. Methodologically, the teachers’ and students’ perspectives of oral communicative competence in English are explored through observations of and interviews with both groups. Following question have driven the study:

What methods are used to motivate students to communicate verbally in the English-subject classroom?

What obstacles can arise in the English classroom that affect the students’ verbal communication?

What do pupils think of their willingness to communicate verbally in the English classroom?

Why is it important to learn to speak English according to pupils?

The theoretical foundation of the study includes the sociocultural perspective as well as theoretical concepts such as the Zone of Proximal Development, Scaffoldingand Mediation. Additionally, Stephen Krashen’s language learning theories are applied.The results presented here support the positive role of oral communication when teaching and learning English as a foreign language in Swedish elementary schools.