_1689229228 20230713062028000 Rovedar Daryoushbabazadeh@gmail.com Rovedar Journal of Contemporary Language Research J. Contemp. Lang. Res. 2980-8065 06 25 2023 2 2 Hadi Sobhanifar Fatemeh Ranjbaran Introduction: Over the past decades, enhancing learners’ speaking ability has been a major challenge for teachers and educators of English as a foreign language (EFL). Therefore, the current study aimed to see if reading and listening can boost students’ speaking ability in the process of skills transfer. Methodology: To explore the impact of reading and listening skills transfer on enhancing speaking accuracy, fluency, and complexity, two groups of EFL learners underwent a four-month intervention in which the effects of reading and listening skills on speaking ability were evaluated. One group was exposed to text, and the other group received audio input. Both groups gave summaries after working on different textual and audio tasks. After four months of treatment, both classes took a posttest. Results: The results showed that reading and listening, as a medium of input, boosted the speaking ability of learners. However, the class receiving listening input enjoyed a higher mean value in accuracy, fluency, and complexity and outperformed the class exposed to reading input. Conclusion: This study highlights the role of skills transfer theory while providing evidence for educators and practitioners to incorporate integrated skills practice when designing EFL courses.  06 25 2023 109 117 https://creativecommons.org/licenses/by/4.0 10.58803/jclr.v2i2.67 https://jclr.rovedar.com/index.php/JCLR/article/view/67 https://jclr.rovedar.com/index.php/JCLR/article/download/67/80 https://jclr.rovedar.com/index.php/JCLR/article/download/67/80 Adams, M. L. (1980). Five co-ocurring factors in speaking proficiency. In J. R. Firth (Ed.), Measuring spoken language proficiency (pp. 1-6). 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