Overview

This study investigated the impact of YouTube on the development of English speaking skills in selected secondary schools in Nyarugenge District, Rwanda. While previous research highlights low oral proficiency among Rwandan students and teacher-centred classroom practices, evidence on digital tools such as YouTube remains limited. The study aimed to: (i) evaluate students' levels of pronunciation, vocabulary, intonation and fluency in English speaking; (ii) analyse the influence of YouTube videos on their English speaking performance; and (ii) assess how YouTube exposure contributes to their confidence and motivation to speak English. Using a quasi-experimental mixed-methods design, the study involved 139 Senior Five students divided into an experimental group taught with YouTube videos and a control group taught through traditional methods. They were divided into an experimental group (72) and a control group (67). Both groups took a pre test, then the control group continued with traditional methods while the experimental group was taught speaking using selected YouTube videos for two weeks.

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