New genres and new approaches: teaching and assessing product pitches from a multimodal perspective in the ESP classroom

One of the most innovative genres in today’s business communication is product pitch (PP), mainly characterised by its multisemiotic nature (Daly & Davy, 2016), which makes it essential to take a multimodal approach analysis and teaching this genre (Tamarit Skorczynska, 2014; Valeiras-Jurado, 2017). However, despite increasing importance oral field, little research has been conducted on PPs ESP students. The purpose paper therefore present an pedagogical model consisting learner-led genre-based pedagogy based teaching-learning cycle that fosters critical thinking awareness (AUTHOR, 2019). Following four stages proposed, with constant scaffolding lecturer initial stages, group tertiary students were requested decode ensembles YouTube PP subsequently create their own PPs. These samples assessed multimodally rest class (peer review) teacher using “all-mode-inclusive” rubric. This new increased students’ motivation awareness, surpassing traditionally exclusively language-bound assessment ESP.