Applying Authentic Oral Production to Improve Speaking Fluency Through Project-Based Learning Approach on EFL Students

Abstract

This paper explores the influence of authentic oral production on speaking fluency through the implementation of project-based learning (PBL) in an EFL classroom. Conducted in a private secondary school in Machala, Ecuador, this action research involved 20 students aged 13–14 who had attained A2-level English proficiency. Pre- and post-intervention tests were used to assess speech fluency using a rubric that measured pronunciation, grammar, accuracy, speech rate, and repairs. Additionally, student perceptions were evaluated through surveys. Results showed a marked improvement in speaking fluency following the intervention. The students also reported increased confidence and engagement, highlighting the effectiveness of combining authentic oral tasks with the PBL approach. The findings suggest that this methodology not only enhances fluency but also fosters critical thinking, creativity, and collaboration among learners.