Logico-semantic relations between spoken text and slides' visual elements in student presentations conducted online in the English as a Foreign Language context.

This article examines the rhetorical logico-semantic relations between spoken commentary and visual elements in student PowerPoint presentations conducted online in an English as a Foreign Language (EFL) context at a private Japanese university. Analyzing over five hours of recorded presentations, the study found that students primarily used exposition—restating or identifying slide content verbally—to relate speech to visuals, with specification, summary, extension, and enhancement occurring less frequently. Different stages of presentations showed varying patterns: exposition dominated introductions and interpretations, while extension and summary were more common in background and closing moves. Significant variation among students indicated that genre-specific multimodal presentation skills were not yet fully internalized, highlighting pedagogical implications for teaching multimodal literacy and strategic integration of verbal and visual modes in EFL higher education settings.