THE IMPACT OF TASK-BASED LANGUAGE TEACHING ON SPEAKING FLUENCY OF SECONDARY SCHOOL LEARNERS
Abstract
Task-Based Language Teaching (TBLT) has gained wide recognition as an effective pedagogical approach in second and foreign language education, particularly for developing learners’ communicative competence. This article examines the impact of TBLT on the speaking fluency of secondary school learners based on empirical and theoretical studies published in applied linguistics and language pedagogy. Speaking fluency is conceptualized as the ability to produce speech smoothly, with minimal hesitation and appropriate pacing. Drawing on classroom-based experimental studies, longitudinal research, and meta-analyses, the article analyzes how task design, task repetition, interactional patterns, and learner engagement contribute to measurable improvements in oral fluency. The findings indicate that TBLT creates conditions conducive to fluency development by promoting meaningful interaction, real-time language processing, and increased speaking time. The article concludes with pedagogical implications for secondary school contexts and recommendations for future research.