The purpose of this study is to suggest a method for linking English speaking classes with self-evaluation in elementary school. For this purpose, self-evaluation components of the speaking portion of English textbooks from all five different publishers were analyzed, and a research survey was conducted among teachers who had experienced teaching fourth grade English classes in order to examine the perceptions and needs of linking English speaking classes with self-evaluation. The research results were as follows: Most of the textbooks were constructed so that only the cognitive elements of speaking could be evaluated, and the teachers recognized the importance of students’ self-evaluation of their own speech. Speaking classes are customarily held in the second and fourth classes of each chapter. In the second class, students learn to speak the target expressions for the first time, thus self-evaluation was designed to be linked with the class through the stages of self-check, formation of speaking goals, self-monitoring, self-judgment, and a follow-up study plan. The fourth class, with students improved speaking ability, consisted of self-evaluation in stages such as practice check, goal reconfirmation, self-monitoring, self-judgment, feedback, and a follow-up study plan. For a more advanced method of linking English speaking classes with self-evaluation, the process of self-evaluation should be increasingly integral in developing elementary English textbooks. Furthermore, as the four skills of language have different characteristics, future studies should research using self-evaluation in conjunction with listening, reading, and writing.