THE ROLE OF TASK COMPLEXITY IN DEVELOPING EFL LEARNERS’ SPEAKING FLUENCY

Abstract

Task complexity is an important factor in task-based language teaching (TBLT), as it can influence the cognitive processes involved in second language production and the quality of learners’ oral performance. This article examines the relationship between task complexity and speaking fluency among English as a Foreign Language (EFL) learners. Drawing on research into task-based language learning, cognitive demands, and the complexity, accuracy, and fluency (CAF) framework, the study explores how different task demands may affect speech rate, pausing, hesitation, and the continuity of spoken production. Particular attention is given to the relationship between task complexity and the allocation of learners’ attentional resources during oral communication. Previous research suggests that cognitively demanding tasks may encourage more elaborate language production while simultaneously placing additional pressure on fluency. The article therefore emphasizes the importance of sequencing speaking tasks according to learners’ proficiency levels and gradually increasing cognitive demands. The discussion offers pedagogical implications for designing task-based speaking activities that support the development of fluent and meaningful communication.