This study investigated the effects of two types of classroom instructions on EFL learners' oral proficiency by implementing teachers' judgment. Two intact classes of EFL university students studied a compulsory subject of their department under two different types of classroom instruction. The first group of students was trained with explicit oral strategy training instruction, which taught them to learn and practice strategies to improve their speech fluency. The second group was instructed to practice the task twice as much as the first group using implicit task-based instruction. The audio recording of both groups' oral task performance in the pre-test and post-test conditions were rated for proficiency, pronunciation, discourse, vocabulary, grammar, and complexity. Two English teachers were trained to rate the recordings based on two oral proficiency rubrics. The non-parametric tests and estimation analysis results showed that both groups' oral proficiency improved significantly, with effect sizes ranging from medium to large. The comparison of both groups' results showed that the two types of instruction had a comparable effect on students' oral proficiency. The current study's findings suggest that the use of teachers' judgments can be necessary for classroom-based studies to measure the effects of instruction on gains in learners' oral proficiency.