The paper investigates the frequency and the impact of using Functional formulas in EFL students` fluency and accuracy used in English teaching in College of Education for Human Sciences (Ibn Rushd), English Department. This study aims at finding out the frequency of formulaic sequences’ in students` fluencyaccuracy skills, whether or not the student differences in the functional formulas in fluencyaccuracy competences,and investigating differences in types formulaic sequences in fluencyaccuracy skills. The instruments are (observation and essay writing) used in investigating the fluency through using observation whereas in accuracy using essay testing. With 100 functional formulas, on eighty students second year at English Department. The different communication skills differ in functions of functional formulaic. And there is no statistical significant difference between learners’ proficiency levels. Research results show that the frequency of functional formulaic in the (fluency) is significantly higher than that of the (accuracy). These findings are obtained by using independent t-test, SD, Means, which revealed the information obtained from functional formulaic enables teachers to provide learners more effective instruction in fluency and accuracy development.