Empowering English Language Learners Through the PechaKucha Presentation Approach
By: Sean H. Toland
Over the years, advocates of the twenty-first century skills movement have touted the importance of communication, collaboration, and information and communications technologies (ICT) acumen for modern-day university graduates (van Laar et al., 2017). Public speaking skills, particularly with the aid of presentation software (e.g., Microsoft PowerPoint), are considered to be especially valuable by many employers in today’s global marketplace (Carlton, 2021). Given the growing importance of communicative competencies for students’ future employability prospects, university English as an international language (EIL) course syllabi around the world often include class-fronted PowerPoint presentations as a component of the final grade. Unfortunately, this type of public speaking activity often amounts to little more than a glorified reading or memorization exercise of text-heavy slides that fails to meet the intended objective of cultivating English language learners’ (ELLs) presentation skills. In addition, it can cause a significant amount of anxiety and discomfort for the presenters, while subjecting audience members to the dreaded “death by PowerPoint” phenomenon. This colloquial phrase describes the mind-numbing boredom listeners experience when they are exposed to excessively wordy slides, complex graphics, or speakers reading monotonously from their presentation scripts (Gillis, 2023). While most university EIL instructors are cognizant of the glaring shortcomings of the traditional PowerPoint presentation format, they continue to use it in their classes. This article encourages teachers to adopt the PechaKucha (PK) presentation approach to cultivate ELLs’ public speaking skills, reduce their foreign language anxiety (FLA), and foster greater audience engagement. In the first section, I take a closer look at FLA and the components of a PK presentation. Attention then shifts to several strategies I have utilized to prepare Japanese university students to deliver a class-fronted PK presentation, as well as accommodations teachers can deploy to support neurodiverse and low-proficiency ELLs.
The Fear of Public Speaking
For most people, public speaking is a cognitively demanding activity even when it is done in their first language. If anxiety levels are too high, this can distort or prevent the speaker’s message from being effectively communicated (Garcia-Monge et al., 2023). Not surprisingly, the fear of public speaking has been fodder for generations of comedians’ stand-up routines. For example, American comedian Jerry Seinfeld once said: “According to most studies, people’s number one fear is public speaking. Number two is death. Death is number two. Does that sound right? This means to the average person, if you go to a funeral, you’re better off in the casket than doing the eulogy.” While this joke will undoubtedly elicit a snicker or two, the task of delivering a speech or presentation in a foreign language in front of a class is no laughing matter for most university ELLs. In fact, FLA can be a substantial obstacle for many students, as it not only negatively impacts their public speaking performances but also generates a significant amount of emotional friction. Horwitz et al. (1986) defined this concept as “a distinct complex of self-perceptions, beliefs, feelings, and behaviors related to classroom language learning arising from the uniqueness of the language learning process” (p. 128). This research team suggested that communication apprehension, fear of negative evaluation, and test-related pressure can all contribute to a learner’s FLA (Horwitz et al., 1986). While most people view anxiety as debilitative or harmful, Jackson et al. (2017) pointed out that it can also be facilitative or beneficial for students’ public speaking performances. Facilitative anxiety can drive students to put more effort and practice into their presentations as a way to cope with public speaking-induced stress. EIL educators should not assume that facilitative anxiety is inevitable during presentation assignments and must therefore put more emphasis on teaching strategies that can alleviate FLA.
The PechaKucha Presentation Approach
The word PechaKucha comes from a Japanese term meaning “chit-chat.” Tokyo-based architects Astrid Klein and Mark Dytham developed the PK format in 2003 as an alternative way for presenters to showcase their designs without relying on lengthy, text-heavy presentations (PechaKucha, 2025). While this presentation technique was originally meant for architects, it quickly spread to other fields and is now a “global phenomenon” with PK events being held in 1,300 cities around the world (Klein Dytham Architecture, 2025). A typical PK (20 x 20) presentation is highly visual because it consists of 20 slides, that are mostly photos, images, or graphics, with minimal text. Each slide is displayed for 20 seconds.
Thus, presenters have a maximum of 6 minutes and 40 seconds to share their message. Since the slides advance automatically every 20 seconds, presenters must be well-organized and prepared to discuss each image.
Over the years, several researchers have reported that both teachers and students can reap significant benefits from a PK project. For example, Coskun (2017) discovered that the Turkish university ELLs in his study experienced lower levels of public speaking anxiety as a result of using the PK presentation format. On a similar note, Murugaiah (2016) found that a group PK presentation assignment helped boost the confidence and collaborative learning skills of the Malaysian university ELLs she studied. Nguyen (2015) claimed that the PK approach improved Japanese university students’ oral presentation skills, reading comprehension, and speaking abilities in an EIL reading course. According to Warmuth and Caple (2021), PK presentations resulted in better learning and recall for audience members. Moreover, the higher-education instructors they researched felt that the PK format was not only less time-consuming than the traditional PowerPoint approach, but also led to greater student creativity and higher overall presentation quality. My own PK classroom observations over the last decade in conjunction with informal student feedback and anecdotal evidence from colleagues support these findings. Similarly, I concur with other researchers (e.g., Murugaiah, 2016; Nguyen, 2015) who claimed that PK presentations can be challenging for ELLs with low proficiency levels due to the strict time limit, the need to align one’s speaking speed with each 20-second slide, and difficulties in selecting appropriate images.
PechaKucha Preparation Strategies
In this section, I highlight four small-group public speaking activities that teachers can use to scaffold learning and equip ELLs with the tools they need to make an effective class-fronted PK presentation. Scaffolding is a contested metaphor that is commonly applied in the education field to describe the temporary assistance learners receive, which can empower them to reach a goal or complete a task that they might not be able to accomplish on their own (van de Pol et al., 2020). Instructional scaffolding can help ELLs reduce their anxiety levels and improve their public speaking performances (Alavi & Esmaeilifard, 2021; Goh, 2017).
1. Personal Flag: Mini-presentation
The personal flag mini-presentation is an engaging icebreaker activity that introduces key presentation elements and important design concepts, which students will also apply to their PK projects. It is outside the scope of this article to provide a detailed breakdown of this two-part lesson. Instead, I will focus on the essential components of the personal flag activity. Students are tasked with designing a personal flag using presentation software (e.g., MS PowerPoint, Apple Keynote) that reflects their identity. Their flags must include six high-resolution photos or images and be printed in color. Figure 1 shows an exemplary flag that was created by a first-year Japanese university student. His flag features images that represent the following items: (a) a person I would like to meet, (b) my favorite restaurant, (c) a trip I have taken, (d) my dream job, (e) a country I would like to visit in the future, and (f) my hobby—hiking.
Before ELLs create their flags, it is essential for teachers to introduce important design strategies. The most effective way to do this is by creating a slideshow before class that demonstrates each principle (e.g., high-resolution vs. low-resolution images). Table 1 outlines twelve design principles, which are grounded in the work of Reynolds (2020; 2021), that students can use to create more engaging visuals for their presentations.
Table 1
Presentation Design Strategies
Suggestions: |
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The third step in this icebreaker activity is for teachers to highlight the three main parts of a presentation (i.e., introduction, body, conclusion) and model an effective presentation using their own flags. I provide ELLs with a preparation worksheet to help them organize and practice their presentations (see Appendix A). In addition, I emphasize that the personal flag mini-presentation is a public speaking activity, not a reading exercise. I also remind students to refrain from holding their preparation worksheets, make eye contact, speak loudly and clearly, and use gestures while discussing their personal flags. I previously discussed the importance of the classroom environment for neurodiverse ELLs (see Toland, 2024). In the same vein, the mini-presentation activities featured in this section work best in a classroom with moveable desks and ample space, allowing students to move around freely and change partners with ease. I regularly utilize the carousel technique, which involves presenters engaging in several short interactive discussions for a set amount of time, rather than delivering one longer oral report in front of the entire class. This format increases the presenters’ overall speaking time and willingness to communicate. The listeners also feel more comfortable asking questions and interacting with presenters compared to a traditional class-fronted PowerPoint presentation setting. The final step in the personal flag activity is for ELLs to give several mini-presentations in small groups and ask their classmates questions.
2. Poster Presentations
Poster presentations are an effective way for students to share information in a visually appealing manner. Over the years, numerous studies (e.g., Sari et al., 2023; Tien, 2024) have demonstrated that this presentation approach can help ELLs cultivate crucial twenty-first century skills such as communication, collaboration, creativity, critical thinking, and digital literacy. Moreover, the carousel poster presentation format is a valuable stepping stone that can reduce students’ FLA and prepare them for the challenges of delivering a class-fronted PowerPoint presentation (Toland et al., 2016; Toland & Mills, 2018). I found that poster presentations work best when anchored to a project-based learning (PBL) foundation. This student-driven, teacher-facilitated pedagogical approach is rooted in John Dewey’s experiential philosophy, which emphasizes developing students’ skills for life outside of the classroom (Beckett & Slater, 2018). According to the Buck Institute for Education (n.d.), PBL is a “teaching method in which students learn by actively engaging in real-world and personally meaningful projects” (para. 1). Here are six PBL poster presentation activities that I have used with low-proficiency ELLs:
- Original movie idea
- Tourist company package tour
- Charity fundraiser event
- Dream resort design
- Original invention
- Informative speech
Figure 2 showcases an exemplary original movie idea poster created by two Japanese university students in a communicative English course.
The most effective poster project that will prepare ELLs for the rigours of a class-fronted PK presentation is the informative speech. An informative speech teaches the audience about a specific topic in a manner that is easy to understand and remember (Sage Flex for Public Speaking, n.d.). I adapted a class-fronted informative speech activity from LeBeau’s (2020) Speaking of Speech: Premium Edition student book into a poster presentation. First, student partners select a topic and decide on four areas they would like to discuss. For example, I recently watched two of my students deliver a poster presentation on K-pop that featured these topics: (a) popular groups, (b) idol training, (c) fashion, and (d) fan culture. Next, the teams brainstorm ideas for each quadrant and select four high-resolution images for each section. The students then place these 16 images on four PowerPoint or Keynote slides. The slides are printed in color, and the four A4 prints are taped together to create a large poster. Figure 3 highlights an exemplary poster on Venice that was created by two neurodiverse ELLs in a presentation skills course.
Recent research (e.g., Sari et al., 2023; Tien, 2024) has demonstrated that digital posters and graphic design platforms (e.g., Canva) are effective tools for enhancing ELLs’ creativity and speaking competencies.
3. Kamishibai Storytelling
Throughout history, people have told stories to entertain, pass on knowledge, and highlight acceptable social conventions. Neuroscientist Dr. Jared Horvath believes that “our brains love narratives” so humans are “constantly trying to find cause and effect relationships and weave information into a coherent tale with a beginning, middle and end” (Horvath, 2015). Generations of EIL educators (e.g., Kamata, 2023) have used storytelling activities to engage students, cultivate their communicative competencies, and introduce authentic language situations into the classroom. I have integrated the kamishibai picture card storytelling approach into several of my classes to help ELLs develop their presentation skills, creativity, collaboration, and ICT abilities. Kamishibai, a Japanese word for “paper drama,” was a popular type of street theatre for children and adults from the late 1920s to the early 1950s (de Las Casas, 2006). A typical kamishibai story is made up of 12 to 16 cards; each one has an image on the front and text on the back. According to The Japan Society (2019), this traditional storytelling method can enhance students’ speaking, listening, reading, writing, creativity, and social skills. Recently, students in one of my classes created original kamishibai stories and used generative AI tools (e.g., Microsoft Copilot) to produce images for their narratives. After introducing the storytelling format, the ELLs were instructed to create 12 picture cards for their tales. First, they formed groups of two or three and brainstormed ideas. More specifically, they discussed key elements (i.e., plot, characters, setting, major events, themes) that would go into their stories. Students were encouraged to use their own words tocraft a story that children would find interesting. The teams then storyboarded their ideas and wrote about five sentences for each slide. Figure 4 highlights a picture card created by two Japanese university ELLs for their original story about an adventurous dog who travels all over the world. The images were generated using the Microsoft Copilot platform. After completing the story cards, the groups practiced their presentations. The class was reminded that traditional kamishibai storytellers did not simply read from a script; they made eye contact and used their voices and gestures to keep the audience engaged.
4. Small Group PK Presentations
Chris Anderson, a skilled orator and curator of TED Talks, believes that rehearsals are essential for speakers to overcome pre-presentation jitters and ensure they don’t go over their allotted time (Anderson, 2016). Unfortunately, many EIL instructors do not provide students with an opportunity to do a run-through before they are required to deliver a class-fronted PowerPoint presentation. Small group PK practice sessions are essential to prevent ELLs from feeling like they will either sink or swim when presenting in front of their classmates. Prior to the PK rehearsal, I utilize several teaching strategies to help students have a more positive public speaking experience. First, I introduce the PK presentation format and highlight the following guidelines (adapted from Morrison, 2017):
- Use PowerPoint or Keynote to build 20 slides
- Set the timer on each slide to 20 seconds *
- Use only simple words or no text at all
- Include 1-4 photos or images on each slide
- Use the slides as a storyboard
- Practice … practice … practice
* Students have the option of NOT using the timer. They can use the PC arrow keys to change slides.
Next, I show the class three video clips: (a) Stop! You’re killing me with PowerPoint, (b) Steve Ballmer’s presentation, and (c) ShaoLan Hseuh’s TED Talk [note: only the first minute]. The first video is a humorous song about the “death by PowerPoint” phenomenon, a concept most ELLs have experienced firsthand. It underscores the importance of exploring alternative presentation formats. The next two videos provide students with the chance to compare the public speaking performances of a native and non-native speaker of English. They illustrate that one does not need to be born in an English-speaking country to deliver a powerful presentation and thus challenge the deeply ingrained concept of native speakerism. After the video viewing and class discussion, I introduce the PechaKucha website and play Glasson et al.’s (2010) digital PK presentation on shark finning. This is an excellent resource for Japanese ELLs as it is bilingual and encourages them to think critically about a pressing ecological issue. Students are required to watch another digital PK of their choice for homework and discuss it in a small group during the next lesson.
The third step in the PK project is for students to pair up or form a group of three. The teams select a topic of their choice (e.g., interesting foods around the world) and brainstorm ideas. Students then use the storyboarding method to organize their 20-slide PK presentation. I remind the class of important design principles (see Table 1) and emphasize the need to use audience-appropriate language and not exceed the allotted time of 6minutes and 40 seconds. The grading rubric (see Appendix B) is then distributed, and I discuss the three evaluation categories (i.e., the visual message, story message, presentation delivery). Students use the lesson prior to the PK presentation to rehearse and time their presentations in small groups. Presenters use a digital device or paper copies of their slides during the practice session. The teams are paired up, taking turns speaking and listening. The listeners time the presentations and provide feedback (e.g., substitute a difficult word with a simpler one). I also conference with each group and address any questions that arise. Anderson (2016) recommends videorecording rehearsals with a smartphone so that individuals can improve their public speaking performance. I also encourage ELLs to have a friend or family member film their practice sessions outside the classroom, so that presenters will become more aware of their delivery and timing. Finally, the class is informed that a volunteer timekeeper will hold up the following signs on the day of the PK presentation: (a) 3:20, (b) 6:00, (c) 6:40, and (d) please stop.
Supporting Neurodiverse and Low-proficiency ELLs
While numerous descriptions of neurodiversity are scattered across the academic literary landscape, Ellis et al.’s (2023) definition is the most appropriate one for the purposes of this article. This research team considers neurodiversity to be the unique ways that individuals think, move, hear, see, process information, and communicate (p. 5). It is estimated that 15–20% of the global population is neurodivergent (Doyle, 2020), which means that EIL teachers should expect to have several students with specific learning difficulties in their classes. Several researchers (e.g., Burke et al., 2024) have noted that neurodiverse students often face significant obstacles when studying a foreign language. While neurodivergent individuals can be exceptional orators (e.g., Temple Grandin), educators should recognize that class-fronted presentation assignments may be especially demanding for neurodiverse learners compared to their neurotypical peers. In fact, Hand (2023) argued that the traditional way teachers grade presentations “reflect[s] unfair biases against neurodivergent individuals” who may struggle to make eye contact with the audience, use well-timed gestures, and display clear verbal communication (pp. 7-8). One way I try to avoid this pitfall is by adjusting my PK grading rubric (see Appendix B) to reduce the point value of the delivery category. Over the years, I have made several accommodations for neurodiverse and low-proficiency students to help them have a more rewarding public speaking experience. Table 2 highlights seven recommendations that teachers can use to make a class-fronted PK project more accessible for both neurodivergent and neurotypical ELLs.
Table 2
Making a Class-fronted PechaKucha Presentation Project Accessible for all Students
Recommendations: |
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Conclusion
In higher education institutions around the globe, ELLs are required to deliver a presentation in front of their peers as part of their final grade. Unfortunately, many students become handcuffed by FLA and end up reading or memorizing text-heavy slides. This article highlighted four activities and several strategies that teachers can use to help students cultivate their public speaking skills. The PK presentation format is ideal because it can reduce FLA and foster greater audience engagement. Neuroscientist Jared Horvath points out that student learning and recall are more effective when information is presented orally with relevant images (Horvath, 2015). While the PK presentation approach is not a panacea that will transform ELLs into TED Talk orators, it can help them develop essential twenty-first century skills.
Educators must move away from a cookie-cutter approach when teaching presentation skills and instead find ways to make learning more accessible to both neurodivergent and neurotypical ELLs. In addition, teachers must be mindful of the dynamics within each class and engage in regular critical self-reflection to ensure that students have a supportive and comfortable learning environment.
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Sean H. Toland is a Professor of English at The International University of Kagoshima. He has taught English as an international language (EIL) in Japan and Korea at every level from elementary school to university and worked as a high school teacher in Canada’s far north. Sean holds a PhD from Lancaster University in E-Research and Technology-Enhanced Learning. His research interests include teacher training, materials development, and critical thinking.