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Arab World English Journal (AWEJ) Volume 13. Number 4 December 2022 Pp. 237-250
English and Translation Department
Saudi Electronic University, Jeddah, Saudi Arabia
As memes have become ubiquitous and embedded in the Internet and popular culture, a growing body of literature has investigated incorporating digital humor in the form of Internet memes as a new approach to increase learners’ motivation and engagement. This paper conducts a Systematic Literature Review (SLR) to examine the impact of humor and meme-related pedagogical activities on language learning and to provide guidelines for incorporating meme-based learning in language classrooms. It seeks to address the following question: What is the effect of meme-related pedagogical activities in EFL/ESL classrooms? The revealed findings should encourage instructors to adopt this innovative approach to meet the needs and expectations of today’s language learners. The results show that using meme-based learning in language classrooms increases learners’ motivation and interest in the topic; creates a positive, fun, interesting, and engaging learning environment; enhances retention and understanding of new concepts; and simplifies complex concepts and ideas. In light of the review’s findings, the paper suggests practical and instructional implications for implementing memes appropriately and effectively.
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Dr. Raja Altukruni is an assistant professor at Saudi Electronic University. She has more than 5 years of experience in teaching EFL in higher education institutions. Her ultimate goal is not only to build theory but also to produce and translate research that is directly relevant to the reality of those who teach and learn English in EFL/ESL contexts.
ORCID: https://orcid.org/0000-0003-4726-8138