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Formative assessment is an emerging trend in language assessment for its benefits to the learners. It is considered part of the learning to serve as practice for students, guide teacher decision making about future instructions, provide feedback to students so that they can improve their performances. This article explores how formative assessment influence their students' speaking ability. Our study was situated in primary schools in Nghe An province, in which 182 teachers of English were involved in a survey questionnaire about their attitudes towards formative assessment and their practices in classrooms. This was followed by a semi-structured interview about teachers' perceptions of their students' speaking ability. Our findings show that the ways teachers carry out their feedback and assessment appear to be more influential in the students' improvement. Qualitative analysis of the interview data revealed that some teachers prioritized their students' fluency and pronunciation which they believed important over the other features specified in their speaking performances.