Developing B2 Students' Speaking Fluency Through Task-Based Language Teaching (TBLT)

Speaking fluency is an important part of communicative competence, especially for B2-level English learners who need to express their ideas clearly and maintain conversations in different situations. However, learners may experience difficulties with spontaneous speaking, vocabulary retrieval, organizing ideas, and speaking confidently. This article examines how Task-Based Language Teaching (TBLT) can support the development of speaking fluency among B2-level English learners. It discusses theoretical perspectives on task-based learning, speaking fluency, and storytelling as a classroom technique. The article also analyzes speaking activities such as information-gap tasks, discussions, and retelling activities in relation to meaningful communication and learner participation. In addition, it considers common challenges learners may face during speaking tasks and suggests possible solutions, including clear instructions, language support, pair and group work, and feedback after task completion. The discussion draws on relevant academic literature to explain how purposeful speaking tasks can create opportunities for learners to practice expressing ideas more naturally and coherently. The article argues that TBLT can provide a useful framework for developing speaking fluency when classroom tasks are meaningful, appropriately designed, and suited to learners’ proficiency levels.