With the increasing use of new technologies in professional communication, the ways instruction is delivered on oral presentation skills should also reflect the recent shifts on technology use and the ways students learn. Technology that affords authentic communication can support learners in learning projects such as the preparation of an oral monologue. This case study aims to discuss the multimodal discourse analysis approach taken in analyzing undergraduate ESL university students' use of discourse features and the role of visuals to support their presentation in two different genres: informative and persuasive speeches. These students were undertaking a university presentation skills course. Students had to submit their oral presentations in multimodal form as part of their assessment where these include presentation video embedded in PowerPoint slides or standing in front of their TV or laptop where the slides are shown. Given the change in approach to presentation from face to face to online, the authors applied a multimodal discourse analysis approach in analyzing students' presentations. It was a challenge initially to analyze data from two different genres as it is unclear how the use of texts and visuals in oral presentations characterize the two genres. A suitable multimodal framework that could address the study aims and the data were chosen. Another challenge is that the selected framework did not include the recent technological developments in the form of animated visuals in presentation aids. Considering the advances in technology used in presentation aids, from the insertion of traditional still images to animated visuals, new criteria had to be added to the framework. [This content is provided in the format of an e-book.]