
Vicent Beltrán-PalanquesJaume I University | UJI · Department of English Studies
Vicent Beltrán-Palanques
PhD.
About
66
Publications
8,769
Reads
How we measure 'reads'
A 'read' is counted each time someone views a publication summary (such as the title, abstract, and list of authors), clicks on a figure, or views or downloads the full-text. Learn more
177
Citations
Publications
Publications (66)
This study explores the integration of AI within an English for Specific Purposes (ESP) context, focusing on its role in supporting students’ creation of a PechaKucha (PK) presentation, a highly visual and structured format (Beltrán-Palanques & Querol-Julián, 2024). For this study, students develop PKs on a topic related to video game narratives, a...
Este capítulo presenta los principios básicos de los estudios sobre multimodalidad, incluye una definición de los conceptos clave y de las metodologías de investigación más importantes, y analiza cómo contribuye la multimodal en la enseñanza de segundas lenguas. El estudio describe el concepto básico de no centralización lingüística de la lengua y...
ESP students need to develop their multimodal literacy to become literate in today’s
professional spaces. For this purpose, ESP teachers should revisit pedagogy practices to best engage students in the navigation and construction of multimodal genres. As a case in point, we explore PechaKucha (PK) presentations. This multimodal genre consists of 20...
Science communication is undergoing a digital shift that results in the remediation and emergence of genres that help bring science to expert and semiexpert audiences (Luzón & Pérez-Llantada, 2019, 2022). One such genre is clinical pictures (CPs), which consist of a written and an audiovisual versión of a brief to-the-point presentation of a medica...
Research into the contribution of multimodality to language learning is gaining momentum. While most studies pave the way for new understandings of language teaching and learning, there is an increasing demand for comprehensive assessment practices, particularly within higher education contexts. A few studies have emphasized the importance of refle...
The growing movement towards the democratisation and sharing of scholarly knowledge is revolutionising science dissemination and giving rise to new genres (Luzón & Pérez-Llantada, 2019; Carter-Thomas & Rowley-Jolivet, 2020). One such genre is Three-Minute Thesis (3MT) presentations, through which doctoral students present disciplinary content based...
Action research is a form of inquiry that allows language educators to understand and improve their own practice. The literature suggests that language teachers can employ it as a self-led and self-directed source of professional development and enhancement of their professional identity and agency. However, little is known about its impact on the...
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...
Professional and academic communication is changing rapidly due to the evolution of new technologies. In the context of language teaching, this scenario offers possibilities for genre innovation (Hafner & Miller, 2018) while also encouraging teachers' reflection on how to best prepare students for effective communication. To this end, it has been s...
Higher education students across the globe are faced with new communicative challenges due to the increasing expansion of English-medium instruction (EMI) courses as well as the digitalisation of discourse practices. To help students meet such demands, the New London Group (1996) elaborates on a pedagogy of multiliteracies to best prepare them for...
The increasingly extensive use of English as a language of instruction imposes new communicative demands on students. They are, for example, confronted with the necessity to assimilate and produce disciplinary content using an additional language academically. In addition, these communicative demands imply more and more the need to understand and p...
English-Medium Instruction (EMI) programs have increasingly expanded worldwide (Macaro, 2018; Smit & Dafouz, 2020). As lecturers shift from teaching content in an L1 to do it in a foreign language, this brings about crucial discursive changes that ultimately affect their teaching. One widespread concern among EMI lecturers is promoting interaction...
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 pr...
To participate effectively in interaction, interlocutors should make use of various
resources such as backchannels. Through backchannels, listeners can, for example,
show attention and provide support and feedback. The study aims to explore the
effect of proficiency level on backchannel production. 64 English learners at two
different proficiency l...
Video abstracts have emerged to supplement and support the information provided in written abstracts (Luzón & Pérez-Llantada, 2019). This new genre, characterised by the combined use of verbal and non-verbal semiotic resources, contributes to making content more accessible and visible to the audience (Plastina, 2017). A key aspect in this respect i...
Three Minute Thesis (3MT) presentation is a research genre that aligns with the current academia’s trend towards the democratisation and sharing of research (Cater-Thomas & Rowley-Jolivet, 2020). Doctoral students show their capacity to clearly explain their ongoing research in 3 minutes to a non-specialist audience and establish rapport. That is,...
The emergence of new areas of expertise in higher education may pose additional challenges for ESP teachers, who should revisit how to best cater to learners’ communicative needs. Framed within the field of ESP for video games, this study focuses on two professionally-oriented tasks: written narratives of video games and their oral presentation in...
The unprecedented situation caused by the Covid-19 outbreak has forced universities worldwide to make pedagogical adaptations to continue delivering classes. These adaptations involve not only the use of digital resources but also, and most importantly, a methodological shift. That is, lecturers should rethink how to deliver content, construct disc...
Professional and academic discourse is facing rapid and remarkable changes due to the increasingly popular digitalisation of communication (Luzón & Pérez-Llantada, 2019; PérezLlantada, 2021). This digital momentum results in the emergence of novel genres characterised by the combination of both semiotic resources and semiotic technologies. This stu...
Lecturers' abilities to use semiotic resources to construct meaning and to create engagement play an important role in university classrooms where English is the medium of instruction (EMI). The main focus of this study is on how EMI lecturers enrolled in a professional development program use semiotic and interpersonal resources to engage students...
Three Minute Thesis (3MT) presentation is a research genre that aligns with the current academia's trend towards the democratisation and sharing of research (Cater-Thomas & Rowley-Jolivet, 2020). Doctoral students show their capacity to clearly explain their ongoing research in 3 minutes in a language appropriate to a non-specialist audience and to...
ESP teaching has traditionally centred on the discourse practices of specific genres to develop students’ discursive competence in the target language. However, with the advent of studies on multimodality, there has been a growing recognition that new pedagogical approaches are required in ESP teaching. In this study, we discuss a research-informed...
Most universities have revisited the role English plays to provide learners with opportunities to develop their professional and academic career, be it through the introduction of English-Medium Instruction (EMI) courses (Dafouz & Smit, 2019) and/or English for Specific/Academic Purposes (ESP/EAP) courses (Räisänen & Fortanet-Gómez, 2008). In this...
With the Covid-19 outbreak, many universities worldwide have been forced to undertake some changes to continue with the academic commitment, giving rise to a range of adaptations that pivoted around online teaching delivery and the use of technology and audiovisual materials. Against this background, this study discusses an adaptive response from f...
Book review: Sánchez-Pérez, María del Mar, ed. 2020. Teacher Training for English-Medium Instruction in Higher Education. IGI Global. 447 pp. ISBN: 9781799823186.
English-medium instruction (EMI) is a relatively new phenomenon that has come to the fore in most higher education institutions (Dafouz and Smit 2019). It is spreading in an unprecedented manner and increasingly gaining ground globally. At the micro-level, lecturers are key stakeholders since they are the driving force in implementing EMI in the cl...
Role-play tasks have been widely used in pragmatic research to explore spoken interaction. This instrument consists of situational scenarios purposefully designed to make participants elicit specific pragmatic data in controlled situations (Kasper & Youn 2017, Félix-Brasdefer 2018). Notwithstanding the widespread use of role-plays, some drawbacks h...
The growing global phenomenon of English-medium instruction (EMI) has led to the need for teacher training in higher education. Engagement and multimodality should lie at the heart of this EMI training. For the purpose of this study, we analyse the multimodal and interactive discourse in episodes of classroom engagement found within 8 mini-lessons...
While the use of videos has traditionally played an important role in ESP teaching, multimodal literacy (Cope & Kalantzis, 2000) has generally been neglected in higher education. Nonetheless, ESP prepares students for developing their careers in a globalised world (Aguilar, 2018) where audiovisual communication is part of everyday life. Enhancing m...
he bulk of studies dealing with conceptual metaphors in the language classroom describe conceptual metaphor-based pedagogical proposals to teach vocabulary (e.g., Boers, 2000, 2013; Littlemore, 2009; Cortés de los Ríos and Sánchez, 2017). All these are substantial contributions to the field of English language teaching and learning. Despite the gro...
The purpose of this study is to provide insights into pragmatic assessment in terms of appropriateness from a multimodal perspective at a conversational level. The study involved the design of a rubric for assessing pragmatic appropriateness from a holistic perspective, that is, it addresses linguistic and non-linguistic resources. The study was co...
Broadly speaking, pragmatic competence can be defined as the ability to communicate
appropriately in a social context. Learning how to use pragmatic features adequately in a
particular setting is paramount for language users in order to achieve communicative
purposes effectively. However, since communication involves the interplay of various semiot...
Assessing pragmatic knowledge in the instructed setting is seen as a complex but necessary task, which requires the design of appropriate research methodologies to examine pragmatic performance. This study discusses the use of two different research methodologies, namely those of Discourse Completion Tests/Tasks (DCTs) and verbal reports. Research...
Edited by Veronica Bonsigorni, Belinda Crawford Camiciottoli
The aim of this study is to explore the task effect of two different research methods, namely those of interactive discourse completion tasks/tests (IDCTs) and role-play tasks (RPTs). The two research methods employed in this study adopt an interactive approach that allows participants to freely interact not only in the oral mode but also in the wr...
The development of learners' communicative competence has been
regarded as the major goal of foreign and second language teaching. Several
authors have advanced various communicative models in order to better
explain how language teaching and learning work (e.g. Canale & Swain,
1980; Canale, 1983; Bachman, 1990; Celce-Murcia et al. 1995; Usó-Juan &...
The goal of the present paper is to provide a discourse-based teaching approach for the integration of the speech act of apologies from a communicative perspective. In so doing, special attention is paid to how sociocultural norms affect language use. The rationale behind the selection of this speech act is based on the fact that the realisation of...
The present paper attempts to present a pedagogical model for the integration of pragmatic competence in the foreign language classroom by following an inductive-deductive approach. For the sake of the current article, the pragmatic feature that has been chosen is the speech act of refusals. The rationale behind this selection is based on the fact...