Two Edges of Sword of Strategy-Based Instruction (SBI) and Implicit Task-Based Instruction (TBI) on EFL Oral Performance

This pilot study aimed to investigate the effects of two classroom instructions on complexity, accuracy, and fluency EFL learners’ speaking. The first one involved implicit task-based instruction with meaning-focused pedagogic tasks. second reduced practice time but complemented it explicit strategy-based (SBI) raise their metacognitive awareness in planning, monitoring, evaluating speech. Participants group learned three specific strategies, while had only more opportunities. 16 English students from a third-tier university Indonesia. Audio recordings each participant’s oral presentations during pre-test post-test were transcribed coded for non-parametric analysis. findings revealed that both comparable impact learners' performance by improving complexity not accuracy fluency. There was also possible trade-off effect found participants’ performance. could provide basis teachers use either strategy or speaking class.