The major goal of this research is to examine how vlogging on YouTube affects the communication skills of Jordan teenagers with language and speech disorders. Fifty people, ranging in age from 13 to 18, participated in an eight-week vlogging intervention program designed to improve their communication skills. The results of the pre- and post-tests showed a statistically significant improvement in communicative competence, with the mean difference between the two measures being 10.5. Vlogging has a significant effect as an intervention because of its remarkable ability to actively engage participants in the creation of relevant content, the facilitation of authentic real-life communication experiences, the encouragement of creative and self-expressive expression, and the provision of individualized therapeutic approaches. Adolescents with speech and language disabilities have unique obstacles in communicating, and this study gives insight on the possible use of novel tools, such as vlogging, to address these issues.