Abstract : The development of digital technologies has largely contributed to the emergence and evolution of new genres, leading to changes in how we communicate, interact, and connect. Within this multimodal landscape, language teachers face the task of understanding contemporary discursive practices and devising meaningful learning opportunities for students that promote students' multimodal literacy, particularly in professional contexts. Yet, accomplishing this effectively requires a multimodal analysis of the main characteristics of genres to comprehend how various modes of communication contribute to the overall construction of meaning. The present study is framed within an ESP context, where professional genres hold a central role in the syllabus. As a case in point, we focus on the genre of online video game reviews (OVGRs). This genre can be conceptualised as a multimodal text wherein reviewers assess and critique a video game, expressing their perspectives on the game. The study delves into the rhetorical organisation and multimodal configuration of OVGRs. The results show the structure and intricate interplay of modes in the effective construction of these reviews. More generally, the genre of OVGRs serves as an example to highlight the complexity of digital and audiovisual multimodal text processing, showing a well-thought-out and cohesive selection and assembly of modes. The findings offer pedagogical insights relevant to ESP, informing the design of OVGRs and emphasising students' criticality, creativity, and the development of multimodal literacy.
