<![CDATA[Persuasive competence plays a critical role in learning English as a Foreign Language (EFL), yet scholarship on how Indonesian university students employ rhetorical strategies to engage effectively in oral presentations remains sparse. Despite the extensive emphasis on written persuasive discourse among prior studies, little is known about how ethos, pathos, and logos are utilized in spoken academic discourses mediated by digital platforms. The researchers sought to address that gap by investigating Indonesian EFL students’ video-recorded presentations. The investigation operationalized a qualitative descriptive design in examining two YouTube videos, particularly probing into how the presenters employed Aristotelian persuasive pillars during their video-recorded presentation. Prior to the analysis, the presentation was transcribed verbatim, and the resultant transcripts were interpreted through the lens of Aristotle’s triadic framework. The researchers underscored three persuasive modes consistently operative, with logos identified as the most dominant move. The presenters were extensively concerned with using accurate definitions, classifications, structured sequencing, and rule-based explanations. Ethos is constructed implicitly through accuracy, organization, and professional delivery. In contrast, pathos appears subtly through the use of polite tone, relatable examples, and attention to the audience. The findings further suggest that Indonesian EFL learners possess foundational rhetorical awareness but still struggle in applying the persuasive strategies evenly. Another challenge was concerned with the limited intentional use of emotional and credibility-based appeals. The study endorses the use of explicit rhetorical instruction in EFL speaking curricula as a measure to enhance students’ persuasive competence and a more balanced use of Aristotelian modes in academic communication.]]>
