Abstarct: While most EFL textbooks focus predominantly on social communication, this study hypothesizes that involving learners in information communication is far more effective. This hypothesis was tested through the Solomon-four-group design. Following cluster sampling procedure, 2 language schools were randomly selected from an accessible population of 60 language schools and then two classes were randomly selected from each school to participate in this study. The cluster sample of four classes were then randomly assigned to experimental and control conditions. Prior treatment, learners’ oral proficiency was pre-tested through oral interviews to account for any possible pre-existing differences between the experimental and control groups. The experimental and control groups were then involved in information and social communication respectively. Finally, a post-test of oral proficiency was administered to account for the differential effects of the two modes of interventions. The reliability of oral proficiency measures was assured through inter-rater method. The results of two-way ANOVA (F (1,116) = 13.106, p < .05) showed that learners involved in information communication significantly outperform those who were involved in social communication. This finding has clear implications for materials development and language teaching methodology.