Abstract : This study deals with YouTube science dissemination videos as a pedagogical tool for ESP and EMI courses. These videos maximize the reach of scientific content bringing it closer to the general public. However, in this process, YouTube science video need to be adapted to non-specialized audiences to make their content more accessible, entertaining, and engaging. The introductions to these videos are paramount for their success, as they tend to contain many engagement techniques. In this study we explore the potential of multimodal engagement strategies by looking at the audience uptake. Seven introductions to YouTube science dissemination videos were selected and annotated with the software Multimodal Video Analysis for engagement strategies, embodied and filmic modes. The selected clips were then presented to a group of higher education students to elicit their opinion regarding their engagement potential. As a second step, engagement was related to the use of semiotic modes, thus triggering a reflection on the relevance of multimodal literacy. Our results suggest that filmic modes become an essential component in the creation of successful fast-paced attention-getting videos. They also bring to the fore the importance of multimodal awareness in science communication and the potential of well-orchestrated ensembles to engage online audiences. Implications for ESP and EMI courses are discussed.
