Examining the Impact of Online and Offline Teaching Modalities on EFL Oral Presentation Performance

This study compares the effectiveness of online and offline learning modules in developing oral presentation skills in university-level EFL courses. This study examines the performance of 301 Korean university students at three assessment points, considering the impact of teaching modality (online vs. offline), learner proficiency (intermediate vs. advanced), and assessment timing (initial, mid, and final). Results indicate that online instruction is more effective than offline instruction, leading to higher average performance scores. However, a significant three-way interaction revealed that the initial benefit of online instruction for advanced learners existed only during the early stages and diminished over time. Conversely, intermediate learners showed more consistent progress in offline settings. By the final assessment, the performance across different levels and teaching modalities converged, highlighting the diminishing effect of online learning over time. This suggests that while online learning may provide an initial advantage, its long-term effectiveness depends on multiple factors, including proficiency level and the evolving needs of learners throughout the semester. These findings underscores the importance of hybrid learning models that integrate online and offline instruction to sustain early gains and support learners’ ongoing development.