Effective teaching and learning activities are required to provide language learners with chances to develop communicative competence. In 2000, the Malaysian Ministry of Education introduced a program entitled “Literacy and Numeracy Screening” (LINUS) to enhance learners’ language proficiency. Despite the existence of this program, research shows that students in Malaysia face difficulties in developing English speaking abilities. This study, therefore, focuses on the application of task-based learning, particularly under the LINUS program. Specifically, the study aims to explore primary school pupils’ English speaking achievements and determine the extent of their improvements after learning through the task-based approach. This study employed a quasi-experimental method in which English-speaking tests (pre-test and post-test) were used as data-gathering instruments. The data were collected from a sample of 30 first-year primary school pupils at a national primary school using purposive sampling. The findings showed that as most of the pupils scored higher marks in the post-test compared to the pre-test. Further analysis revealed that task-based learning under the LINUS program enhances pupils’ English speaking achievement significantly. The task-based learning approach provides learners with chances to interact with peers and teachers to develop self-confidence, which in turn, helps them acquire language skills. It was envisaged that this study could provide English instructors, particularly primary school teachers, with valuable insights into the development of a more creative approach to teaching English speaking subjects through task-based learning under the LINUS program.