Phân tích đa phương thức các bài thuyết trình tiếng Anh chuyên ngành: Nghiên cứu trường hợp sinh viên y khoa tại một trường đại học y ở Việt Nam

Tóm tắt

Academic presentations in medical education require not only linguistic competence but also the effective orchestration of multimodal resources. This study investigates how second-year medical students at a Vietnamese university employ verbal and non-verbal modes in English for Specific Purposes (ESP) presentations. A multimodal analysis was conducted on 40 video-recorded presentations. A coding scheme adapted from Rowley-Jolivet (2002) was utilized to quantify behaviors including gaze direction, hand gestures, visual deixis (pointing), and slide density. Quantitative analysis revealed a strong positive correlation between gesture frequency and slide interaction. Notably, visual deixis (pointing) emerged as the dominant non-verbal mode (M = 4.88), reflecting the visual-centric nature of medical discourse. Qualitative analysis identified two contrasting patterns. Firstly, successful students demonstrated “semiotic synchronization” by anchoring speech to visual diagrams via pointing; conversely. Secondly, passive students were constrained by text-heavy slides, resulting in “mode interference” and a lack of audience engagement. The findings suggest that ESP instruction for medical students should prioritize “multimodal literacy”, specifically training students in visual design strategies and the synchronization of speech and gesture to enhance scientific explanations.