Korean Undergraduate University Students’ Perceptions of EFL Presentation-Based Classes and their Practical Implications Beyond the Classroom

The purpose of this study is to examine how Korean university EFL learners perceive presentation-based classes and their implications beyond the classroom. In total, 400 undergraduate students participated and data was collected using both a quantitative and qualitative approach. Initially, they were asked to complete a survey questionnaire consisting of 18 5-point Likert scale questions. Following this, those who expressed interest in contributing further were contacted via email and zoom to discuss responses in more detail. Quantitative data were examined using both descriptive and inferential statistical methods, while qualitative responses were analyzed through a thematic review. After which, a holistic review was conducted to identify emerging patterns and trends. The findings of the study indicate students in this context, despite some reservations relating to anxiety and apprehension, have over positive perceptions of such courses. They indicated a clear increase in perceived ability and appear to highly value certain elements of such classes (learning how to structure presentations, receiving professor feedback, and engaging in self-reflection activities) which led to an increase in confidence. Furthermore, they view these courses as highly valuable beyond the classroom terms of both future studies and employment. Responses indicate a strong link between university education and real-world professional expectations, providing students with transferable skills that improve confidence, employability, and communication effectiveness. Administrational and educational implications are also discussed.