The purpose of this paper is to discuss the need to explore the effect of Task-Based Language Teaching (TBLT) on English spoken production and spoken interaction among ESL university students in Malaysia. Most Malaysian ESL tertiary learners are facing difficulties communicating in English even though they have learned to use the language in school and this motivated the researcher to investigate this alarming situation. This study is a quasi-experimental research that utilized a mixed method of quantitative and qualitative research design. 64 ESL pre-university students and 2 ESL instructors were involved in this experimental research and instruments such as pre-test and post-test were used to measure students’ speaking performance. The Common European Framework of References (CEFR) for languages was used to identify students’ speaking proficiency levels. The result showed that the TBLT teaching intervention contributed to significant improvement in the students’ speaking performance.