The Impact of Task-Based Language Teaching on Speaking Fluency: A Pre-and-Post Test Study with Young Learners at A Private English Center in Vietnam

This study examines the impact of Task-Based Language Teaching (TBLT) on the speaking fluency of young English learners at a private language center in Vietnam. Given the central role of fluency in communicative competence, the research addresses the challenge of limited speaking practice among young learners. An eight-week one-group pre-test/post-test design was implemented with 30 participants. Data were collected through a standardized fluency test and a post-study survey on learner perceptions. Results showed a statistically significant improvement in speaking fluency, with higher post-test mean scores and a large effect size (Cohen’s d = 0.8). High inter-rater reliability confirmed the consistency of the fluency assessment. Survey responses further revealed positive learner attitudes toward TBLT, including increased confidence and motivation to speak. These findings suggest that TBLT is an effective pedagogical approach for enhancing young learners’ speaking fluency in the Vietnamese EFL context and offer practical insights for teachers seeking more communicative and engaging classroom methods.