en اثربخشی آموزشی راهبردهای آموزش مبتنی بر تجربه (EBL) برای بهبود سلاست مهارت گفتاری دانش آموزان دختر و پسر ایرانی عمومى General پژوهشي Research <span style="font-family:times new roman,serif;"><span style="font-size:10.0pt;">Learning from experience is a central physiological and theoretical idea in adult language learning which has become increasingly important in the field of second language acquisition (SLA) and is closely connected to task-based language teaching (TBLT). Accordingly, this study was designed to investigate the role of experience-based learning strategies in developing male and female upper-intermediate EFL learners&rsquo; speaking fluency. To this end, from the target population of 300 language learners attending evening English classes at a language institute, a sample of 50 upper-intermediate participants were randomly chosen by administering an Oxford Placement Test (OPT). The average age of the selected students ranged between 17 and 25. An interview was utilized as a pre-test to determine participants&rsquo; speaking fluency entry behavior. Subsequently, they were divided into two groups labeled as experimental and control groups. While the control group students received instruction through a traditional method without any focus on experience-based activities and strategies, those in the experimental group were exposed to interactive solutions verbally participating in class discussions during task-based classroom sessions in which they discussed their experiences in performing carefully prepared two-way tasks. The analysis of the data obtained from the post-test interview indicated that the participants in the experimental group outperformed those in the control group. Moreover, the results reflected that experience-based tasks considerably improved the learners&rsquo; speaking fluency. Notably, the findings of the present study may have certain insightful pedagogical implications for language instructors and material developers.</span></span><br> &nbsp; Learning from experience is a central physiological and theoretical idea in adult language learning which has become increasingly important in the field of second language acquisition (SLA) and is closely connected to task-based language teaching (TBLT). Accordingly, this study was designed to investigate the role of experience-based learning strategies in developing male and female intermediate EFL learners&rsquo; speaking fluency. To this end, from the target population of 300 language learners attending evening English classes at a language institute, a sample of 50 intermediate participants were randomly chosen by administering an Oxford placement Test (OPT). The average age of the selected students ranged between 17 and 25. An interview was utilized as a pretest to determine participants&rsquo; speaking fluency entry behavior. Subsequently, they were divided into two groups labeled as experimental and control groups. While the control group students received instruction through a traditional method without any focus on experience-based activities and strategies, those in the experimental group were exposed to interactive solutions verbally participating in class discussions during task-based classroom sessions in which they discussed their experiences in performing carefully prepared two-way tasks. The analysis of the data obtained from the posttest interview indicated that the participants in the experimental group outperformed those in the control group. Moreover, the results reflected that experience-based tasks considerably improved language the learners&rsquo; speaking fluency. Notably, the findings of the present study may have certain insightful pedagogical implications for language instructors and material developers.<br> &nbsp; experience-based learning, speaking fluency, task-based instruction, two-way tasks experience-based learning, speaking fluency, task-based instruction, two-way tasks 29 41 http://ijreeonline.com/browse.php?a_code=A-10-148-3&slc_lang=en&sid=1 Ehsan Namaziandost احسان نمازیان دوست e.namazi75@yahoo.com 10031947532846001148 10031947532846001148 No Department of English, Faculty of Humanities, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran دانشگاه آراد اسلامی واحدشهرکرد Mehdi Nasri Mehdi Nasri me_nasri@yahoo.com 10031947532846001149 10031947532846001149 No Department of English, Faculty of Humanities, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran Department of English, Faculty of Humanities, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran Fariba Rahimi Esfahani Fariba Rahimi Esfahani Rahimi_fariba@yahoo.com 10031947532846001150 10031947532846001150 Yes Department of English, Faculty of Humanities, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran Department of English, Faculty of Humanities, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran