This study introduces photomontage as a task to facilitate talking in English as a Foreign Language classrooms. Thirty-three undergraduate English major students studying at the University of Guilan were assigned to design a composite photographic image by combining images from separate photographic sources, and use it as the stimulus to initiate talking in class. Students’ talks based on their own self-generated photomontage and their peers’ feedback in all classes were video recorded and the transcription was coded for words, syllables, T-units, content and function words. This transcription was used as the basis for analyzing the change in learners’ oral repertoire prior to, and after the experiment with regard to three areas of complexity, accuracy and fluency (CAF triad). The results of repeated measures analysis of variance and also paired samples t-test showed that photomontage had appealing potentials for fluency and accuracy but not for complexity.