The present study aimed to investigate the effect of video self-modelingon developing the English speaking skills of primary school pupils. The participants of the study were 4 pupils (3 girls and a boy) aged 10. The four pupils were slow learners showing a low level in all English language speaking skills. One-group pretest-posttest design was applied. A pre- and post-test of speaking skills was administered to the participants before and after implementing the study intervention. They were filmed while responding to some speaking tasks and activities. After editing their videos, deleting errors hesitations, stops, and irrelevant responses, the researcher created 2 short videos for each pupil. Pupils watched their edited video three times a week for three weeks. Results indicated that VSM intervention had a positive effect on developing speaking skills of the study sample.