Student Perceptions of Behavior Control in a Bimodal Presentation Classroom

This qualitative case study explores students’ perceptions of their development of core presentation skills taught in a bimodal English as a Foreign Language (EFL) oral presentation classroom and their likelihood of using these skills in the future. The class incorporated two presentation modes: live and student-created video presentations. The four core skills examined were language, organization, presentation delivery, and technology use. The study further examined how students' perceived skill development influenced their perceived behavioral control, based on Ajzen’s (1991) Theory of Planned Behavior. A total of 223 students participated by completing a 20-item Likert-scale survey. Descriptive statistics revealed high perceived development across the four skill areas. Out of all the tested core competencies, speaking confidence, an item assessed under language skills, returned the highest perceived confidence levels. A factor analysis was conducted to group related skills, followed by a multiple regression analysis to examine the impact of each skill group on perceived behavioral control. All four skills were found to have a positive, statistically significant effect. These findings suggest that the bimodal presentation classroom format effectively supports the development of key communication competencies in the EFL context and may enhance students’ confidence in applying these skills beyond the classroom.