Martínez Urgilés, Christian PaúLópez López, Jacqueline ElizabethBonilla Tenesaca, Josué Reinaldo2026-06-082026-06-082025-08-13Martínez-Urgilés, C. P., López-López, J. E., & Bonilla-Tenesaca, J. R. (2025). Evaluación de la eficacia del aprendizaje basado en tareas para mejorar las habilidades orales de estudiantes de inglés como lengua extranjera de nivel B1. MQRInvestigar, 9(3), e926. https://doi.org/10.56048/MQR20225.9.3.2025.e9262588-065910.56048/MQR20225.9.3.2025.e926https://dspace.ube.edu.ec/handle/123456789/3707Vol. 9 Núm. 3 (2025)Developing speaking skills is essential in English language learning; however, traditional methods that emphasize rote memorization and extensive grammar drills often fail to promote communicative competence. Task Based Learning (TBL) addresses this gap byengaging students in meaningful, real-world tasks that promote interaction and skill acquisition. This study aimed to assess the impact of TBL on speaking skills of B1 level EFL learners from a private university in Ecuador. This quasi-experimental study involved a total of 124 students divided into an experimental group (n= 99) taught via TBL with a control group (n=25) using conventional methods. Over 14 weeks the experimental group engaged in 25 sessions of 50 minutes each, while the control group followed a traditional curriculum. Pretest and post-test scores were collected using the Cambridge PET speaking criteria, which evaluate grammar and vocabulary, discourse management, pronunciation, and interactive communication. The results showed that the participants in the experimental group made significant gains across all subskills, particularly discourse management (d = 1.35) and pronunciation (d = 1.28) with large effect sizes. In contrast, the control group demonstrated slight gains, primarily in grammar. Furthermore, a post-intervention Likert scale questionnaire showed that students perceived TBL as more engaging, relevant and useful to improve their speaking skills. These findings demonstrate that TBL can be a useful approach for improving speaking skills in language learners. While these results seem promising, further studies are recommended to test these outcomes in larger groups or across different proficiency levels through an experimental design.enhttp://purl.org/coar/access_right/c_abf2Task Based Learningspeaking skills developmentcommunicative competenceauthentic tasksquasi-experimental studylearner perceptionsArticle