This study investigated the impact of integrating task-based learning (TBL) with a learning management system (LMS) on English as a Foreign Language (EFL) reading and speaking skills. The research addresses the limitations of traditional methods in developing communicative competence by employing a quasi-experimental, mixed-methods design. The intervention combined authentic, task-driven activities with interactive online platforms, and the study used pre- and post-tests, speaking assessments, observations, and discussions to measure student language abilities. Paired-samples t-tests revealed statistically significant improvements in both reading (p < .001) and speaking (p < .001) skills following the intervention. These gains were also shown to be sustained over time. However, a Pearson correlation analysis found no significant relationship (p = .344) between the improvements in reading and speaking, indicating that these skills developed largely independently. The findings support the effectiveness of a combined TBL and LMS approach for improving both reading and speaking proficiency; however, they also underscore the complexities of language acquisition and the need for more targeted instructional strategies. This study highlights the value of using technology in the classroom, and provides recommendations for educators, policymakers, and other stakeholders that can enhance the effectiveness of language instruction.