Year: 2026
Type: article
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.
Authors: Toshev Shokhruh, Turayeva Dilbar
Institution: Tashkent University of Economics and Pedagogy (TIPU)
Language: English
Subfield: Language and Linguistics
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W7224049350