Story by Memes: A Pedagogical Framework for Language Learning.
Loading...
Identifiers
Publication date
Reading date
Authors
Collaborators
Advisors
Tutors
Editors
Journal Title
Journal ISSN
Volume Title
Publisher
Share
Department/Institute
Abstract
Story by Memes is a multimodal storytelling activity designed for preservice language teachers. It engages participants in reflecting on their identities as language learners and future educators by creating short video narratives using self-generated memes and voiceover. The activity bridges formal and informal literacies, promotes critical reflection, and offers valuable insights for teaching practice and educational research. Developed within a Master’s-level course in English Language Teaching Pedagogy, the task has been implemented and studied across diverse cohorts, contributing to research on teacher identity, digital literacies, and creative pedagogies.
Description
There are two related publications where data collected using this pedagogical framework was used:
Vazquez-Calvo, B., Paz-López, A., & Rey-Godoy, S. (2025). Memes and identity in language teacher education. Language Learning & Technology, 29(1), 1–27. https://hdl.handle.net/10125/73620
Vazquez-Calvo, B., & York, J. (2024). Fan and Ludic Practices for Enhancing EFL Writing and Reflection. In J. S. Lee, D. Zou, & M. M. Gu (Eds.), Technology and English Language Teaching in a Changing World: A Practical Guide for Teachers and Teacher Educators (pp. 157–171). Palgrave MacMillan. https://doi.org/10.1007/978-3-031-51540-8_12
Bibliographic citation
Collections
Endorsement
Review
Supplemented By
Referenced by
Creative Commons license
Except where otherwised noted, this item's license is described as Atribución-CompartirIgual 4.0 Internacional