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Abstract
The main objective of this research was to explore the effect of input-based tasks in the IELTS speaking test. For this purpose, 40 subjects who were advanced EFL learners in Danesh Pajouhan, Isfahan, Iran were randomly selected as the sample of study 20 of whom were assigned as the experimental group and the rest as the control group. While the control group received the traditional input, the experimental group received input in the form of task-based activities, referred to as input-based tasks in problemsolving tasks and jigsaw tasks. As the finding of the data analysis show, after the treatment, there was a statistically significant difference between the experimental group and control group in terms of task response, accuracy and fluency. The findings of this study can be useful for second langue learners, second-language teachers and curriculum designers.