This study aims at investigating the effect of post-task activities on the TEFL students' fluency and accuracy in oral production. In particular, the study seeks to discover the effect of different types of repeated performance (i.e., public and private) as post-task activities on fluency and accuracy of oral production. Our premise is in line with Ellis's (1994) idea that these types of activities can promote learning. The participants were all TEFL students studying at Iranian universities and institutes. They were assigned into four groups. They all participated in pre and post interview sessions. The students in group A repeated their performance in private. The students in group B repeated their performance in front of the class and the students in group C as the last experimental group repeated their performance both in public and private. The students in group D as the control group didn't have any repeated performance. The results indicated that group B outperformed all other groups in fluency. Concerning accuracy, the students in group C outperformed the students in all other groups.