TASK-BASED CURRICULUM REFORM IN LANGUAGE EDUCATION: EFFECTS ON SPEAKING FLUENCY AND ASSESSMENT PRACTICES

Abstract

Task-Based Language Teaching (TBLT) has been proposed as a learner-centered curriculum innovation to promote meaningful communication and speaking fluency. This study examines the impact of integrating a task-based curriculum on secondary-level EFL students’ speaking fluency and on classroom assessment practices. Employing a mixed-methods design, the research involved 120 ninth-grade EFL learners and 10 teachers across four schools that recently adopted task-based modules within their language curriculum. Quantitative data included pre- and post-speaking measures (mean length of run, speech rate, and repair frequency) and teacher questionnaires on assessment practices. Qualitative data comprised classroom observations, teacher interviews, and student focus groups. Results show statistically significant gains in measures of fluency (p < .05), improved willingness to communicate, and greater use of formative, performance-based assessments among teachers. However, challenges emerged: alignment with high-stakes exams, teachers’ assessment literacy, and time constraints. The study concludes that TBLT-oriented curriculum reform can enhance speaking fluency and promote authentic assessment practices when supported by professional development and systemic alignment with assessment policy.