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.
