2026-05-27T05:30:26Zhttps://riuma.uma.es/rest/oai/request

oai:riuma.uma.es:10630/385082026-02-12T12:43:50Zcom_10630_1685col_10630_38083

Story by Memes: A Pedagogical Framework for Language Learning. Vazquez-Calvo, Boris Lenguas modernas - Estudio y enseñanza Alfabetización digital 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 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. 2025-05-07T09:27:57Z 2025-05-07T09:27:57Z 2025 learning object https://hdl.handle.net/10630/38508 10.5281/zenodo.15313408 eng info:eu-repo/grantAgreement/ES/MCIN-AEI/10.13039%2F501100011033/TED2021-129984A-I00/ES/Digital Language Learning of Junior Language Teachers/DEFINERS http://creativecommons.org/licenses/by-sa/4.0/ open access Atribución-CompartirIgual 4.0 Internacional