Digital multimodal PechaKucha presentations in ESP: insights from students’ learning experiences
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Título
Digital multimodal PechaKucha presentations in ESP: insights from students’ learning experiencesAutoría
Fecha de publicación
2023-10-17Editor
De Gruyter MoutonCita bibliográfica
Beltrán-Palanques, Vicent. "Digital multimodal PechaKucha presentations in ESP: insights from students’ learning experiences" Language Learning in Higher Education, vol. 13, no. 2, 2023, pp. 479-495. https://doi.org/10.1515/cercles-2023-2032Tipo de documento
info:eu-repo/semantics/articleVersión de la editorial
https://www.degruyter.com/document/doi/10.1515/cercles-2023-2032/htmlVersión
info:eu-repo/semantics/publishedVersionPalabras clave / Materias
Resumen
Advances in digital and audiovisual communication have contributed to
the remediation and emergence of genres (Luzón and Pérez-Llantada 2022, giving
rise to new discourse practices. Against this backdrop, it becomes ... [+]
Advances in digital and audiovisual communication have contributed to
the remediation and emergence of genres (Luzón and Pérez-Llantada 2022, giving
rise to new discourse practices. Against this backdrop, it becomes important to
review ESP pedagogy to better prepare students to communicate effectively in professional settings. For this purpose, ESP teachers should move beyond traditional
literacy to embrace multimodality and develop students’ multimodal literacy. This
study presents a multimodal genre-based approach to teaching PechaKucha (PK)
presentations (Querol-Julián and Beltrán-Palanques 2021) and reports on students’
learning experiences. This pedagogical approach allowed students to explore the
genre of PK presentations and reflect on how to construct their own version. The
recipients of this approach were 127 ESP students, of which 44 voluntarily completed
a survey purposely designed to explore their learning experiences regarding the
preparation and performance of a digital PK presentation. Findings suggest that
students made a great effort to effectively construct a digitalised PK mainly because
of the format requirements. The students were faced with the challenge of making
decisions about what and how to represent ideational, textual, and interpersonal
meanings through a PK. Finally, this study suggests that students seemed to have
become aware of the complexity of expressing meanings through the multimodal
genre of PK presentations. [-]
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Language Learning in Higher Education, vol. 13, no. 2, 2023.Derechos de acceso
© 2023 Walter de Gruyter GmbH, Berlin/Boston
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