Digital multimodal PechaKucha presentations in ESP: insights from students’ learning experiences
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comunitat-uji-handle2:10234/8015
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INVESTIGACIONMetadades
Títol
Digital multimodal PechaKucha presentations in ESP: insights from students’ learning experiencesAutoria
Data de publicació
2023-10-17Editor
De Gruyter MoutonCita bibliogràfica
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-2023-2032Tipus de document
info:eu-repo/semantics/articleVersió de l'editorial
https://www.degruyter.com/document/doi/10.1515/cercles-2023-2032/htmlVersió
info:eu-repo/semantics/publishedVersionParaules clau / Matèries
Resum
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. [-]
Publicat a
Language Learning in Higher Education, vol. 13, no. 2, 2023.Drets d'accés
© 2023 Walter de Gruyter GmbH, Berlin/Boston
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