Abstract:

Drawing from current trends and based on emerging multimodal genres and contexts for communication (Hafner, 2014), the following paper describes a project carried out within the scope of technical English classes involving the use of student-produced video reviews of software/hardware.

Aiming to expand and enhance more traditional writing activities, this activity is based on an interactive pedagogical approach embedding digital technology to address the use of specific terminology in authentic scenarios, as to complement classroom-based learning. As a result, students of two English Applied to IT courses were challenged to produce video reviews of software/hardware of their selection that would make use of technical language and pertinent exponents, not only as to promote their communicative and language competences, but also foster their creativity and engagement.

Drawing on the combination of image, audio and text (subtitles), the paper relies on documentary research and content analysis focusing on the use of technical vocabulary and language functions and exponents to put forward a comprehensive analysis on the students’ learning outputs, reflecting on the role played by video in complementing the discursive strategies used. In addition to framing and outlining the activity, it explores the potential learning affordances of multimodality, establishing its relevance in the teaching and learning of English for Specific Purposes, paving the way for future activities.

References:
[1] Hafner, C. A. (2014). Embedding digital literacies in English language teaching: Students' digital video projects as multimodal ensembles. Tesol Quarterly, 48(4), 655-685.

Keywords:

English for Specific Purposes, Multimodal, Technical Communication, Terminology, Video.