Vol. 7, Issue 2, Part K (2025)

At the intermediate level, English as a Foreign Language (EFL) learners often possess only partial grammatical competence but have difficulty in developing the ability to communicate orally with the necessary spontaneity, coherence, and automaticity. This study explores the effect of Task-Based Language Teaching (TBLT) on promoting EFL speaking fluency, affirming that speech fluency acquisition is approached best when instructed language learning transforms from form-focused to meaning-based input through genuine tasks. Unlike traditional teaching practices that focused on structural accuracy, this integration of communication purpose with cognitive engagement under TBLT is believed to provide an environment for language processing and automatization. Based on theoretical frameworks developed by Ellis, Willis, and Skehan, the study examines how some task types, in particular information-gap tasks, problem-solving tasks, and storytelling, promote faster lexical retrieval speed as well as lower incidence of hesitation phenomena and coherence in discourse. Based on empirical data and theoretical insights the results present a strong case for the transformative nature of TBLT with regard to EFL speaking instruction, acknowledging at the same time contextual limitations such as class size, teacher training and task adaptation. This study suggests a model of implementing TBLT in intermediate EFL contexts from which pedagogical implications and research directions have been initiated.