This paper explores the impact of a classroom speech assignment on Students’ L2 speech production at Atomi University. The paper examines the variability in student oral ｐｒ of 23 EFL students enrolled in compulsory English courses at Atomi University over a 15-week semester. In this study, facing foreign language anxiety in a gradual and consistent manner is the way to overcome speech anxiety through implementing two methods from behavioral psychology. Analysis of the student linguistic performance resulted in higher rates of complexity, reduction in accuracy and mixed patterns in fluency. The results contribute to task-based literature.
