The paper deals with issues that arise from the urge to adapt some types of work in ESP module in the transit from offline to mixed and online education formats in pandemic and post-pandemic reality. The authors examine and compare the reasons underpinning adaption in different modes of S-S and S-T interaction. The examination of prior publications and the results of the survey allowed the authors to classify the factors causing the urge to adjust the use of job related films (film episodes) in delivering ESP modules to students of arts and humanities. In order to maintain motivation, we promote the change in approach to including films in education at tertiary level. Relocating integrated and interactive tasks built with such instruments as Learningapps, Playposit, H5P beyond contact hours will allow students to spend sufficient time to acquire the skills in an enjoyable way. At the same time, the authors consider possible solution to meet the syllabus requirements to provide objective assessment of students' input. The authors' stance is that direct transfer of exercises as well as controlling tools converted to pdf (previously used in offline format) is not acceptable. The authors suggest thoughtful implementation of multi-grade ranking system to assess independent work, which will allow developing learner autonomy.