The Role of Task-Based Language Teaching in Enhancing EFL Learners’ Oral Fluency: A Quasi-Experimental Study

This original study investigates the effectiveness of Task-Based Language Teaching (TBLT) in improving oral fluency among Iranian EFL learners at the intermediate level. Despite the widespread adoption of communicative approaches, many language classrooms remain teacher-centered, limiting learners’ speaking opportunities. A quasi-experimental design was employed with ۴۰ participants divided into experimental (TBLT) and control (traditional instruction) groups. Over eight weeks, the experimental group engaged in task-based activities (e.g., problem-solving, role-plays, information gaps), while the control group followed a grammar-translation method. Pre- and post-tests measured fluency through speaking tasks, analyzed for speech rate, pause frequency, and mean length of utterance. Results from independent t-tests revealed a statistically significant improvement (p < .۰۵) in the experimental group’s fluency, with fewer unfilled pauses and higher speech rates. These findings support TBLT as an effective pedagogical framework for promoting oral fluency. The study recommends integrating authentic tasks into EFL curricula and offers practical implications for teachers in similar contexts.

کلیدواژه ها:

Task-Based Language Teaching (TBLT) ، oral fluency ، EFL learners ، speaking skills ، communicative competence