The current study aimed at investigating the effect of talk moves strategy on developing first  year secondary stage student's speaking performance skills and reducing their speaking anxiety. The study adopted the quasi-experimental design. The participations were thirty students from secondary school for girls enrolled in the first year, Zagazig, Sharkia Governorate, who were equally divided into two groups: experimental group and control group. The experimental group was taught by the talk  moves strategy while the control group received regular instruction in the second semester of the academic year (2023-2024). The experiment lasted for eight weeks. The researcher carried out eight sessions; each session took about 45 minutes, To achieve  the aim of the study, the researcher designed these instruments, an EFL speaking skills checklist, a pre-post speaking skills test, a rubric of the speaking skills test and a pre-post speaking anxiety scale. The data obtained were statistically treated through the SPSS program. Results showed that the experimental group outperformed the control group in both speaking skills and speaking anxiety reduction due to the use of the talk moves strategy. These results indicated that the task-based learning strategy has a large effect on developing primary school pupils' EFL oracy skills and reducing their speaking anxiety. It was recommended the talk moves strategy should be used in EFL teaching to enhance speaking skills and other language skills.