This study investigates the impact of Task-Based Language Teaching (TBLT) on the development of speaking skills in English as a Foreign Language (EFL) learners at the secondary school level. TBLT emphasizes meaningful communication through real-life tasks rather than isolated language exercises. A four-week intervention was conducted with 40 EFL students divided into control and experimental groups. The experimental group received instruction through TBLT activities, while the control group followed traditional grammar-based instruction. Pre- and post-tests assessed speaking performance, focusing on fluency, accuracy, and lexical resource. The results revealed that the experimental group showed significantly greater improvement in speaking fluency and vocabulary use. The study supports the use of TBLT as an effective methodology to enhance oral communication in EFL settings.

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