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ABSTRACT The present study investigated the effectiveness of learning-based readiness on Iranian Intermediate EFL learners speaking ability. This study tried to determine whether or not using learning-based readiness in speaking classrooms might enhance a more acceptable speaking ability in Iranian EFL learners at the intermediate level. To answer this question, 60 intermediate language learners in Shokouh Language Institute in Tehran were randomly selected via administering a PET to 100 language learners. Then, they were divided into experimental and control groups. A pre-test of speaking was administered to both groups, and the participants were asked to answer them orally. The experimental group was taught speaking in lieu of the targeted learning-based readiness while the control group was taught speaking with respect the existing methods. After 10 sessions of the treatments, the post-test of speaking was administered in which the participants in both groups were asked to answer the posttest questions. The data was analyzed through calculating a t-test and ANOVA coefficient.