This study investigates the impact of structured small talk instruction on oral English fluency among adult Thai learners with no prior formal English education. Grounded in the theory of phatic communion and informed by andragogical and sociocultural learning principles, the study employed a quasi-experimental design with two groups: one receiving small talk–based instruction and another following a traditional textbook-based curriculum. Thirty-four adult female learners (aged 40–50) participated in 24 weeks of online instruction. Pre- and post-tests measured oral fluency across CEFR descriptors, complemented by learner satisfaction questionnaires. Results revealed significantly greater fluency gains and higher satisfaction levels in the small talk group (U = 0.000, p < .001, r = .85). The findings indicate that small talk promotes oral fluency, confidence, and motivation through socially meaningful communication. The study emphasizes the potential of small talk as a practical and transformative strategy for adult EFL learners in non-formal education contexts.
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