Integrating Dual Coding Theory with Canva to Enhance EFL Presentation Skills, Reduce Speaking Anxiety, and Improve Learners’ Attitudes

Abstract

In today’s visually driven communication world, the ability to deliver effective presentations has become an essential skill for EFL learners. This mixed-methods study investigated the effects of integrating Dual Coding Theory (DCT) with Canva on English presentation skills, speaking anxiety, attitudes, and satisfaction of EFL undergraduate business students. A one-group pretest-posttest quasi-experimental method was employed with a sample of 68 students selected through cluster and purposive sampling from a Thai public university. An 8-week instructional program was designed to apply DCT’s verbal and visual principles through presentation design activities, using Canva. Quantitative results revealed a statistically significant improvement in English presentation skills, with mean scores increasing from 1.91 (SD = 0.47) to 3.17 (SD = 0.38), t (67) = -22.29, p< .001, and a very large effect size (d = 2.70). Speaking anxiety demonstrated a significant declining trend (M = 3.09 – 3.98). Students reported consistently high attitudes and satisfaction across all measured dimensions (M = 4.21 – 4.65), with the highest satisfaction toward the utility of Canva(M = 4.62). Qualitative results from the thematic analysis revealed four main themes: visual-verbal support, greater design confidence, lower anxiety, and positive attitudinal change. Triangulation confirmed convergence across all data sources. These findings provide evidence that integrating DCT with Canva can effectively enhance EFL presentation skills, reduce speaking anxiety, and improve learners’ attitudes in Thai higher education. To further investigate the effectiveness of DCT and English presentation skills, future studies should incorporate controlled designs, long-term follow-ups, and cross-cultural comparisons.