This study reports the results of a mixed-methods investigation on the impact of task-based speaking practices using the Clubhouse application outside the classroom on EFL learners' oral fluency and willingness to communicate (WTC). Sixty upper-intermediate EFL learners were divided into experimental and control groups practicing speaking skills with and without the Clubhouse application. Data was collected through participants' speaking pre- and post-tests scores (speech rate, number of pauses, and linking ideas together without hesitation), WTC scale, and focus group semi-structured interviews. A one-way ANCOVA was used to investigate whether EFL learners' participation in out-of-class speaking activities using Clubhouse makes any significant difference in their oral fluency compared to conventional classes. The pre-test fluency scores were considered as the covariate. Similarly, two One-way ANCOVAs were run to investigate measures of WTC. The thematic analysis explored participants' attitudes and perceptions toward using Clubhouse for task-based speaking practices. Quantitative results revealed that the experimental group significantly outperformed the control group regarding oral fluency; this group was more willing to communicate at the end of the experiment. The thematic analysis of the qualitative data indicated that Clubhouse activities improved the participants' oral fluency and WTC measures.