YouTube has attracted a lot of interest from researchers and educators who specialize in the English language in the modern context of rapid technological development. The advent of YouTube videos as a resource has demonstrated the value and applicability of such movies in helping teachers and students participate in productive language instruction, particularly when it comes to speaking exercises. This study set out to critically examine how the YouTube platform affects students' ability to speak more when they practice. The poll included 100 third-year English majors at Ho Chi Minh City University of Industry and Trade (HUIT), with 65 males and 35 females. The participants ranged in age from 20 to 22 years old. The study employed a mixedmethods design, utilizing data collection instruments such as surveys and interviews. After looking at the questionnaire responses and interview recordings, it was found that the students in the experimental group liked the idea of using YouTube videos in speaking activities. The channels that participants like watching the most are Let's Talk and VOA Speaking English. Furthermore, the study identified some prevalent subjective and objective difficulties encountered by individuals during the consumption of YouTube content. Additionally, suggestions for educators and researchers are included at the conclusion of the text.

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