This study analyses the linguistic development of 28 English language learners at Atomi University in terms of the complexity, accuracy, and fluency of their spoken English by having them deliver brief speeches from a script or from memory in class. Throughout the 15-week semester, every student delivered a one-minute presentation. Oral production was evaluated at both the beginning and of the semester using the average number of words per T-unit, lexical density (complexity), the average number of repairs and errors per 100 words (accuracy), speech rate, and the average length of pauses (fluency). According to the outcomes of paired sample t-tests, the participants increased the complexity of their presentations, made fewer mistakes, and spoke faster. However, the average number of repairs and duration of pauses remained unchanged. It is possible that language input that has not been turned into a procedure was the cause of speech production corrections and pauses. Therefore, the linguistic treatment course may need to be prolonged. The study attempts to illustrate that by adopting concise speech delivery in the classroom, English language students at Atomi University can improve their speaking accuracy, complexity, and fluency in numerous ways.
