Abstract
The health situation brought about by COVID-19 has contributed to the emergence and implementation of novel teaching formats (e.g., hybrid, online) in higher education. This scenario, characterized by the increasing use of technology and digital resources, calls for a methodological and pedagogical shift to best support the teaching and learning process. This study aims to discuss the digitalization of a multimodal genre-based approach to teaching Elevator Pitch presentations in the ESP context. In doing so, we report on the methodological adaptations needed to digitalize and implement the pedagogical proposal and the implications of its transition to an online environment. In addition, this study explores the learning experiences of students as recipients of the pedagogical proposal. Methodologically, a survey was administered to identify students’ perceptions of the application of the pedagogical proposal. The results provide insights into the students’ perceptions of its implementation concerning the classroom dynamics, the digital resources used, and the presentation format. The study concludes with a reflection on the implications of carrying out digitalization and the transition to online environments.
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Beltrán-Palanques, V. (2023). Digitalizing a Multimodal Genre-Based Approach to Teaching Elevator Pitch: Pedagogical Implications and Students’ Experiences. In: Suárez, MdM., El-Henawy, W.M. (eds) Optimizing Online English Language Learning and Teaching . English Language Education, vol 31. Springer, Cham. https://doi.org/10.1007/978-3-031-27825-9_13
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