Organizing effective instruction is a characteristic of classroom management, which minimizes time wasting and keeps students moving at a good pace. The primary purpose of this study is to explore the current practice of instruction-giving strategies being utilized in EFL classrooms in a Vietnamese public university. To achieve this goal, both qualitative and quantitative methods were utilized to explore the critical characteristics of instruction-giving. Classroom observations were the primary data collection method. During 19 observations, 25 instructions were noted for analysis. The findings of this study present certain characteristics of instruction-giving, namely attention-grabbing skills, repetition, the use of mother tongue and language, demonstration, and checking understanding to support instruction delivery. Also, the study's findings propose weaknesses that EFL teachers can take into consideration for better instruction-giving.