Abstract:
When Rwanda adopted English as the sole language of instruction in 2008, many Rwandans including the university community lacked an English background, and this calls for supplementary opportunities where students use English in real-life activities. Although the Rwandan government has made attempts to train teachers and increase their English language ability, it is nevertheless evident that many teachers and students rarely use the language in activities outside of the classroom. The purpose of this study is to investigate how Co-Curricular Activities at the University of Rwanda's Nyagatare Campus are used to improve students’ Public Speaking Skills, with an emphasis on Practices and Challenges. The researcher focussed on debating, discussion and oral presentations as part of public speaking activities. He gathered and analysed numerical data, narrative data, and visual data in this study using a mixed research methodology. The study's participants included students and staff of the University of Rwanda, Nyagatare Campus. Questionnaire, interviews and observation were used to collect data from the respondents. Quantitative data were analysed and presented by using simple descriptive statistics in tables and charts, while in order to capture aspects of the study that could not be analysed through the quantitative method and to triangulate research findings derived from the literature review and primary data sources, qualitative data were analysed by transcribing respondents' ideas and views through narrations, descriptions, and discussions. Findings revealed that co-curricular activities promote students English public speaking skills such as debates and speech delivery. They also proved to be effective in the development of public speaking skills components that are abilities to interact with an audience, abilities to plan speeches, boosting their confidence, improved speech delivery, ability to use body language to enhance their verbal delivery and learn how to manage their nerves. Findings also demonstrated that there are university policy, staff and students related challenges that affect the use of English in co-curricular activities to promote public speaking skills. As a result, recommendations were addressed to the Ministry of Education, the University of Rwanda community members and its leaders.
