Abstract
Oral fluency refers to the ability to speak smoothly and meaningfully, with appropriate speed, limited hesitation, and coherent message delivery. This study examines the influence of communicative instructional strategies on the oral fluency of English as a Foreign Language (EFL) learners, with particular attention to reluctant or silent students. Specifically, it investigates the perceived effectiveness of Communicative Language Teaching (CLT) techniques, peer interaction and group activities, and fluency-focused speaking tasks. The study adopts a quantitative design using a structured questionnaire administered to 101 EFL learners from multiple educational institutions; the instrument was validated for reliability before distribution. The findings suggest that interaction-rich, student-centred classroom practices are associated with stronger perceived oral fluency and speaking confidence. The study highlights oral fluency development as a core component of instruction for silent EFL learners and offers practical implications for designing curricula that prioritise real-life communication.