This study investigates how perceived credibility can serve as self-feedback to enhance speaker credibility. Using a critical literacy-informed self-assessment tool, 30 business undergraduates in an advanced business communication course observed the first minute of their recorded presentation at 5-s intervals for 5 non-verbal cues. Coded findings revealed two key gender differences in positioning for speaker credibility: females used fewer body movements, more facial expressiveness and eye contact while males demonstrated greater fluency and more confident hand gestures. These findings may allow instructors and learners to mitigate gender-based differences in the classroom to enhance oral presentation competence critical for workplace success.

The concept of speaker credibility is proposed as mitigation to address two issues of confidence and anxiety, and gender differences, gathered from anecdotal feedback of business communication students. This article reviews the definition of speaker credibility and draws on two components—presentation skills and power—from Kenton’s source credibility model. It then discusses the two issues of confidence and anxiety, and gender differences. A speaker credibility framework is outlined from reviewing research on three specific presentation skills and proposing power from Janks’s critical literacy. Limitations and future research include testing the framework’s validity discussed at the end.