English teachers usually encounter problems when assessing students’ speaking skills in big classes of forty students or more. They do not have enough time to give feedback to each individual student in speaking lessons, which prevents students from recognizing their speaking errors and improving their skills. A rubric, which makes assessment quick and efficient, is a promising way to solve this problem. Not only does a rubric help teachers in their assessment, but students can benefit greatly from it as well. Speaking rubrics, however, have not yet been researched from students’ perspectives. This study was therefore conducted over a period of 15 weeks in a high school English class in Vietnam to explore: (1) students’ perceptions towards the benefits of using an analytic rubric for their self-assessment, (2) some problems they encountered when they use the rubric to assess themselves. The study involved 98 students from a high school in Can Tho city. The research follows a descriptive approach with a twenty-five item questionnaire using a five-point Likert scale. The results reveal that students had various benefits and problems of using analytic rubrics for their self-assessment of speaking skills.