Student Perceptions of Live Versus Recorded Presentations

This quantitative case study investigates student perceptions of live and recorded presentations in the Korean EFL classroom. The study surveyed 161 university students about the differences in their attitudes related to anxiety, time investment, use of technology, fairness in grading, and ease of cheating between live and recorded presentations. The survey instrument consisted of 16 Likert-type prompts which were split into three sections: perceptions of video presentations, perceptions of live audience presentations, and a comparison between the two modes. The perceptions were compared using the Wilcoxon Signed Ranks Test and corroborated with the direct comparison survey items. It was found that there was a significant preference for video presentations related to anxiety, time investment, and use of technology. There was no significant difference in the student attitudes related to the fairness of grading between the two modes of presenting. Finally, students believed that it was less likely there would be cheating in live presentations compared to recorded presentations. The results from the study indicate that both live audience and recorded presentations should be used in the EFL classroom because they have complementary strengths and weaknesses. These different modes of presentation help students develop the necessary skills required for the modern workforce.