Task-based language teaching (TBLT), a language teaching and learning approach, has been received much concern from language educators and researchers in different contexts for the last three decades. With a desire for making a valuable addition to the literature, this study, therefore, aims to explore how EFL teachers at a private university in Ho Chi Minh City -Vietnam (henceforth called PUH) perceive TBLT principles and discover what EFL teachers' and students' perceptions of the types and advantages of task-based speaking activities (TBSA) used in EFL classes at tertiary level. The study involved 383 students and 10 EFL teachers. Both quantitative and qualitative data was obtained through two instruments, namely the questionnaire and classroom observation. For analyzing the data collected, descriptive statistics and content analysis were employed. The results of the study revealed that most of the EFL teachers have a good understanding of TBLT principles; most of them and their students clearly know about the types as well as the advantages of TBSAs used in EFL classes. More interestingly, the findings of the study also revealed that TBSAs have been often implemented in EFL classes; and it can be confirmed that all of the teachers have applied TBLT in their instruction. This study is expected to shed light on the implementation of teaching speaking skills in the PUH context and in other similar contexts.