This quasi-experimental research aimed to examine if and to what extent the adaptation of the 4/3/2 technique and self-assessment contributes to the improvement of students' speaking fluency. 24 ninth graders ranging from 11 to 13 years old were separated randomly into control and experimental groups, each having 12 participants. The data were obtained by means of two tests (pre and post) and examined using a speaking fluency rubric. The calculation of rubric variables was done using the software Praat and Jwatcher and analyzed using the SPSS. After the implementation of the two techniques, fluency increased in both groups. However, the experimental group showed a significant difference compared to the control group. The use of the 4/3/2 evidenced the importance of planning, practicing, and repeating; and the self-assessment revealed the importance of feedback. Both techniques indicated to students that they could be autonomous in their learning, and they can search for different ways to reach their goals, making them the primary agent of their learning. The implications for teaching/learning and the limitations found during the study are discussed. Some recommendations for future research are presented. This research is addressed to EFL teachers who want to help students improve their spoken fluency.