Task-based language teaching (TBLT) has emerged as a promising approach to promoting utterance fluency among second language (L2) learners. This is particularly important in English as a foreign language (EFL) context, where opportunities for authentic interaction are limited. This systematic review synthesizes empirical research published between 2010 and 2024, examining the types and characteristics of task-based activities employed to target L2 utterance fluency. Analysis of 53 studies reveals diverse task types: input-based activities (79.25%), output-based activities including planning/strategy instruction (60.38%), interactive communication (24.53% free conversation, 16.98% role-plays), repetition techniques (13.21%), and combined activities (9.43%). The findings also underscore the prominence of interactive communication and the range of task types employed across varied educational contexts. Key gaps identified include limited longitudinal research measuring fluency retention, minimal attention to learner affect, and inadequate investigation of complexity-accuracy-fluency interactions. Implications for EFL pedagogy and future research directions are discussed.
Kotuwila Kankanamalage Kaushali Samadhi Nikeshala (2026) studied this question.