Teaching elevator pitch presentations through a multimodal lens: Insights from ESP students' experiences

IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH

TESOL Journal Pub Date : 2023-10-17 DOI:10.1002/tesj.769

Vicent Beltrán‐Palanques

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引用次数: 0

Abstract

Abstract Professional and academic communication is changing rapidly due to the evolution of new technologies. In the context of language teaching, this scenario offers possibilities for genre innovation (Hafner & Miller, 2018) while also encouraging teachers' reflection on how to best prepare students for effective communication. To this end, it has been suggested that the development of students' multimodal literacy becomes essential (Lim & Tan‐Chia, 2022). This study presents the design and implementation of a genre‐based approach to enhance students' multimodal literacy through elevator pitch presentations. This approach was intended to involve students in the creation and production of a professionally oriented presentation while raising their awareness towards the expression of ideational, textual, and interpersonal meanings. In addition, we report on the students' experience during the pedagogical practice. Overall, the findings show that students were generally satisfied with the process of designing and delivering an elevator pitch presentation. Nevertheless, some students faced challenges during both the design and delivery process, primarily attributed to the demands of this particular genre.

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多模态视角下的电梯演讲教学:来自ESP学生经验的见解

由于新技术的发展，专业和学术交流正在迅速发生变化。在语言教学的语境中，这种情境为体裁创新提供了可能(Hafner &Miller, 2018)，同时也鼓励教师反思如何最好地为学生做好有效沟通的准备。为此，有人认为培养学生的多模态读写能力至关重要(Lim &;谭量芡欧鼠尾草,2022)。本研究提出了一种基于体裁的方法，通过电梯演讲来提高学生的多模态读写能力。这种方法旨在让学生参与到以专业为导向的演讲的创作和制作中，同时提高他们对表达思想、文本和人际意义的意识。此外，我们还报告了学生在教学实践中的经验。总体而言，调查结果表明，学生们对设计和发表电梯演讲的过程普遍感到满意。然而，一些学生在设计和交付过程中都面临着挑战，这主要归因于这种特殊类型的要求。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

TESOL Journal EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.30

自引率

7.10%

发文量

期刊介绍： TESOL Journal (TJ) is a refereed, practitioner-oriented electronic journal based on current theory and research in the field of TESOL. TJ is a forum for second and foreign language educators at all levels to engage in the ways that research and theorizing can inform, shape, and ground teaching practices and perspectives. Articles enable an active and vibrant professional dialogue about research- and theory-based practices as well as practice-oriented theorizing and research.