Abstract: This study aims to investigate the effects of Task-Based Learning (PBL) on the speaking fluency of intermediate-level Moroccan EFL students, addressing a specific gap in the existing literature. A mixed-methods approach was employed, involving 60 intermediate EFL students from three Moroccan high schools. Participants were divided into a control group receiving traditional instruction and an experimental group engaging in PBL activities over a six-week period. Quantitative data were collected through pre- and post-intervention speaking tests measuring speech rate and accuracy. Qualitative data were obtained via student interviews and classroom observations, focusing on learner engagement and perceptions of PBL. The findings revealed significant improvements in the experimental group, which showed a 25% increase in speech rate and a 15% improvement in accuracy, while the control group exhibited minimal changes. Interviews indicated that students found TBL activities more engaging and relevant, leading to heightened motivation and confidence in speaking. These results align with Vygotsky’s Sociocultural Theory, emphasizing that the collaborative nature of PBL creates a supportive environment conducive to language development. They also support Swain’s Output Hypothesis, highlighting the importance of meaningful language use in promoting fluency. Based on these findings, the study recommends integrating PBL into EFL curricula through strategies such as group projects on culturally relevant topics and problem-solving tasks that require active verbal communication, thereby enhancing learners’ speaking skills.