The present study aims to investigate how social media can influence the development of oral skills in 60 students from a higher education institution in Peru. In this regard, mixed-methods research was conducted, with pre and post-tests, to evaluate the before and after of implementing a program that involved uploading videos recorded by the students on Facebook, Instagram, and YouTube. Additionally, an effort was made to design a model that measured the relationship between the constructs of oral skills (OS), psychological aspects (PA), comment effects (CE), and social networks (SN). In the last stage of this work, a semi-structured interview aimed to gather students' opinions on social networks. Among the most relevant results, a significant difference can be mentioned after applying for the referred program, with a remarkable improvement in oral skills (pre-6.03± 2.30, post-16.85±1.38, p=<0.01) with effect-size 0.9433. On the other hand, an appropriate model was obtained considering the constructs mentioned earlier (RMSEA 0.044; CFI 0.971; and TLI 0.963). Regarding the responses given by the interviewees, Facebook stands out as the most frequented social network by them, with a certain indifference to comments made by others, an improvement in their oral production, and a noticeable motivation. The results obtained in this work could help understand the complexity faced by today's youth and their learning on social media, as well as the possibility of replicating this at other educational levels in Peru.