The present study was conducted to investigate the impact of language learning activities on development of spoken language in 5-6-year-old children at private preschool centers of Langroud. The research method was quasi- experimental with pretest-posttest control group design. The statistical population of the study comprised the entire 5-6-year-old children of preschool centers of Langroud from among them, 60 children (30 experimental group and 30 control group) were selected as the statistical sample through multi-stage random sampling method. Language learning activities were presented to experimental group in 18 one-hour sessions by the researcher. The instrumentation included Told-P3 with eleven subscales, i.e., Picture Vocabulary, Oral Vocabulary, Relational Vocabulary, Syntactic Understanding, Morphological Completion, Sentence Imitation, Syntax, Semantics, Listening, Speaking, and Organizing. For the purpose of data analysis, descriptive (mean, standard deviation, frequency) and inferential statistics (MANOVA) were utilized. Results demonstrated that language learning activities such as poems, stories, games, creative plays, and discussions increased children’s spoken language competence.