Authors: Spéciose Ngirabakunzi Ndimurugero, PhD (University of Rwanda), Gloriose Mugirase, PhD (University of Rwanda), Eustache Hagenimana (University of Rwanda) and Estelle Kezimana (University of Rwanda)
Abstract: This study investigated whether the chain story game enhances English-speaking proficiency among students at the University of Rwanda. The study was guided by the theory of gamification of learning and adopted a qualitative case study design. The target population consisted of 389 first-year students from the College of Science and Technology, who were participating in the 2024 induction program. Purposive sampling was used to select a sample of 40 respondents. Data was collected through classroom observations and focus group semi-structured interviews and was analyzed inductively. The study indicates that chain story game provided opportunities for students to actively engage in spoken English and supported the development of confidence, pronunciation and vocabulary. Therefore, the study recommends that chain story game be considered as a supportive speaking activity in English language classes in Rwanda to strengthen students’ English-speaking proficiency.