Evaluating the Effect of Task-Based Language Teaching (TBLT) on Speaking Fluency among ESL Learners: A Quasi-Experimental Study

English speaking fluency remains a persistent challenge among ESL learners, particularly in contexts where traditional grammar-focused instruction dominates; consequently, innovative pedagogical approaches are required to enhance oral proficiency. Therefore, this study aimed to investigate the effect of Task-Based Language Teaching (TBLT) on speaking fluency, while also examining its impact on accuracy within the Complexity–Accuracy–Fluency (CAF) framework. To achieve these objectives, a quasi-experimental pre-test–post-test control group design was employed with 40–60 ESL learners, where the experimental group received TBLT and the control group followed traditional instruction. Data were analyzed using descriptive statistics, paired-samples t-tests, independent-samples t-tests, and ANCOVA to evaluate fluency gains and accuracy differences. The results indicated that TBLT significantly improved speaking fluency compared to traditional methods; moreover, fluency gains were achieved without compromising accuracy. Consequently, this study validates TBLT as an effective pedagogical approach and recommends its integration into ESL curricula, alongside the use of fluency-focused assessments and longitudinal studies to examine retention and task complexity effects.