<p>The present study aims to examine the effects of the factors (language competence, non-verbal behavior, psychological readiness, pedagogy, topic knowledge and interest, and preparation) on English as a Foreign Language (EFL) students’ English presentation confidence, assess the predictive power of these factors in explaining variation in presentation confidence, and examine the relationship between presentation confidence and students’ self-assessed presentation performance. The data, collected via an online questionnaire from 281 English-majored students at a university in Vietnam, were analyzed using variance-based structural equation modeling (SEM) with SmartPLS software. The results revealed that all examined factors were positively and significantly associated with EFL students’ presentation confidence. Regarding influential degree, knowledge and interest exerted the strongest influence (β = 0.375), followed by preparation (β = 0.249). The remaining factors demonstrated relatively similar and moderate effects. Collectively, these six predictors accounted for 83.9% of the variance in students’ confidence, indicating a high level of explanatory power for the structural model. Additionally, the study found a positive and significant relationship between students’ confidence and their presentation skills, indicating that higher levels of confidence are closely associated with improved presentation performance among students. From the findings, the study underscores the need for a holistic pedagogical approach that not only strengthens students’ linguistic and presentational skills but also nurtures their psychological readiness and promotes strategic preparation. Such an approach can empower EFL learners to become more confident and effective communicators, which is an essential skill for both academic and professional success.</p>