This paper reports on the impact of an English as a Second Language (ESL) speaking activity--"the poster carousel"--on English learners' second language (L2) fluency. Two versions of the poster carousel were developed to observe the effect of talking about (a) the same poster three times (same-task repetition) or (b) three different posters (parallel-task repetition). 46 ESL learners took part, and their performances were audio-recorded, transcribed, and analyzed using PRAAT to detail their L2 utterance fluency. The findings suggest that learners were more fluent during repeated performances in the "same-task repetition" poster carousel group. No changes in fluency were observed for the "parallel-task repetition" poster carousel group. A detailed case study explores these observed fluency increases in the same-task repetition group and generates further hypotheses for empirical exploration. Some observations are made which relate to the selection of fluency measures in L2 fluency research.