Verbal-visual skill-building and perceptional changes in English presentation

Abstract

Oral presentations in English are emphasized in higher education, yet verbal and visual communication often lack balance in academic training. Mastery of visual aids is as crucial as verbal expression, especially for nonnative English speakers. This research proposed a skill-building pedagogy to optimize dual-channel communication, involving 19 college students from a Southern Taiwanese University. A progressive instructional design incorporated English for Specific Academic Purposes, visual communication, and tech-tool applications. Verbal fluency and visual use were assessed to evaluate learning outcomes; perceptional changes were revealed. Data collection included presentation footage, surveys, and interviews. Results showed significant improvements in verbal fluency and visual mastery after multimodal reinforcement. Students' awareness and confidence grew with skill development, significantly changing their preparation stage perceptions. Presentation language, visualization skills, and technological tools empowered nonnative English speakers to overcome linguistic constraints through practice and feedback. This research highlighted the need for comprehensive training programs that empirically demonstrate how verbal and visual resources enhance each other during presentations. The findings validated that deliberate learning and conscious preparation in oral speech and visual techniques optimize communication. Enhancing English learners' multimodal expression skills prepares them for academic and professional success.