Effective English communication is crucial in the EFL context globally, yet many learners struggle with fluency, accuracy, and confidence in speaking. Task-Based Language Teaching (TBLT) is one of the most promising learning methods for promoting oral proficiency; however, its efficacy may vary across different educational contexts. This paper examines how TBLT can be used to improve oral communication among first-year EFL students at Djelfa University. Using a one-group experiment design, 33 students were evaluated using pre- and post-tests to characterize six oral communication criteria, including fluency, pronunciation, grammar, vocabulary, interaction, and comprehension. Qualitative data collection in the form of classroom observations was used to supplement the quantitative data to offer a better insight into student engagement and use of the language. Although the sample size included is small, and there is no control group, the results show an improvement in all criteria, which is statistically significant, and fluency and interactive competence achieved the most significant improvement. The findings show that meaningful, communicative tasks can improve accuracy and fluency and can also contribute to motivating learners while helping them build confidence and autonomy in speaking English. This paper forms part of an increasing body of research promoting the incorporation of TBLT in EFL learning, especially in the first few years of university education. It also suggests that in the development of the curriculum, task-based approaches should be embraced to promote efficient, useful, and practical use of language.