The Effect of Task-Based Language Teaching on EFL Learners' Speaking Fluency: A Study in Fergana Secondary Schools

Abstract

This study investigated the effect of Task-Based Language Teaching (TBLT) on the speaking fluency of upper-intermediate EFL learners at two secondary schools in Fergana, Uzbekistan. Using a pre-test and post-test design, 60 students were divided into two groups: one group received TBLT-based instruction, while the other continued with the conventional teaching approach used in Fergana schools. The study lasted 12 weeks. Speaking fluency was assessed through oral tasks that were evaluated for how smoothly and confidently students spoke. Results showed that students in the TBLT group made noticeably stronger progress in speaking fluency compared to those in the conventional group. By the end of the study, TBLT students spoke more continuously, with fewer stops and corrections, and expressed themselves with greater ease. These findings suggest that TBLT is a promising approach for improving spoken English in Uzbek secondary school settings. The article discusses practical recommendations for teachers and school administrators in Fergana and similar EFL contexts.