<![CDATA[Speaking is a central component of communicative competence, yet English as a Foreign Language (EFL) learners often experience limited opportunities to use English meaningfully in classroom interaction. This study investigated the contribution of Task-Based Language Teaching (TBLT) to EFL learners' speaking performance and explored learners' perceptions of task-based instruction. The study employed a quantitative quasi-experimental approach using a one-group pre-test-post-test design. Thirty-two students from one intact science class at MAS Ruhul Islam Anak Bangsa participated in the study. The treatment was implemented through six task-based meetings that incorporated discussions, role plays, information-gap activities, and problem-solving tasks within pretask, task-cycle, and post-task stages. Data were collected using pre- and post-speaking tests assessing fluency, accuracy, pronunciation, vocabulary, and comprehension, along with a 20-item Likert-scale perception questionnaire and three open-ended questions. The findings showed statistically significant within-group improvement in speaking performance following the six-meeting task-based intervention, with a large standardized effect (r = .86). Pronunciation and fluency showed the largest descriptive gains. Students also reported highly positive perceptions of task-based instruction, particularly regarding vocabulary development, lesson interest, and collaborative learning. The findings suggest that TBLT provided a productive instructional context for speaking practice; however, because the study employed a one-group pre-test-post-test design, the observed gains cannot be attributed exclusively to TBLT. The study contributes context-specific evidence from an Islamicschool EFL setting and highlights the importance of scaffolding, interaction, and feedback in taskbased speaking instruction.]]>
