Abstarct: As speaking clearly and confidently is a desirable skill for especially youngsters, it is vital for teachers to use more adaptive techniques and methods for learners’ creative minds. Students who attend English classes not only are willing to be more skillful in speaking, but also they are excited to tell their own stories rather than just retelling the previously written stories. The present study aims to determine how the creative presentation of stories influences EFL learner’s oral proficiency. For this aim, sixty EFL learners with intermediate level of proficiency were divided into two equal groups of control and experimental. The same ten stories in ten sessions were presented to the both groups. Participant in control group were asked to retell the stories as they heard, and they were supposed to follow the plot of the stories. On the other hand, participants in the experimental group were asked to change the stories by their own way. They were free to tell the stories by using their own creativity to make a new story. Pretest and posttest were elicited from the participants of two groups. The collected data were transcribed and analyzed using measures of oral proficiency. Although both groups were found to produce positive gains in oral language, comparing the results obtained in pretest and posttest of two groups indicated significant changes in scores of experimental groups. baxsed on the data analysis, the differences of two groups were significant and oral proficiency of the students who were presenting stories by their own creativity were so noticeable. By creative presentation they were more realistic, fluent, flexible in their story telling, and they had more non-rehearsed, spontaneous talk. The results of this study can play a role in teaching of oral production by considering narrative tasks and communication improvement.