Volume 1, Issue 2  December 2019, pp. 68–90          Download PDF

Articles
Memeing to learning: Exploring meaning-making in a language-learning chat group

Yiting Han https://orcid.org/0000-0003-0517-23811

1 University of Arizona, USA yitinghan@email.arizona.edu

DOI: https://doi.org/10.29140/tltl.v1n2.191


Abstract

Meaning-making in a new era increasingly defined by digital communication is a complicated ensemble of both verbal and non-verbal modes. Following this trend of conveying information multimodally, digital memes have become a new and viral way to communicate and make meaning. Memeing, as a multimodal and social practice, may hold potential for language learners. This study explores the impact of memes on second language learning, examining how memes support meaning-making and language learning during intercultural encounters in an online chat group. Using a case study design, this article focuses on three Chinese L2 learners varying in language proficiency, learning motivation, and memeing engagement. The naturally-occurring memeing data (from 2016 to 2018) of a university-level student-run Chinese-English intercultural chat group was collected and analyzed together with individual interviews. The findings show that meaning-making and language learning were empowered by memeing in the intercultural chat group through remixing linguacultural messages, constructing identities, and developing social connections. This study concludes with meme-related pedagogical activities and a discussion of future research.



Copyright

© Yiting Han

CC  4.0
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.


Suggested citation

Han, Y. (2019). Memeing to learning: Exploring meaning-making in a language-learning chat group. Technology in Language Teaching & Learning, 1(2), 68–90. https://doi.org/10.29140/tltl.v1n2.191


Related Articles:

TOEFL iBT Training in the CALL Classroom
Aaron P. Campbell, Richard Silver
The JALT CALL Journal Published: 31 August, 2011, Volume 7(2), 217–229. Download PDF

EFL student and faculty perceptions of and attitudes towards online testing in the medium of Blackboard: Promises and challenges
Abdulaziz I. Fageeh
The JALT CALL Journal Published: 30 April, 2015, Volume 11(1), 41–62. Download PDF

EFL students’ readiness for e-learning: Factors influencing e-learners’ acceptance of the Blackboard in a Saudi university
Abdulaziz Ibraheem Fageeh
The JALT CALL Journal Published: 30 April, 2011, Volume 7(1), 19–42. Download PDF

Effects of Blackboard on EFL academic writing and attitudes
Abdulaziz Fageeh, Mohamed Amin A. Mekheimer
The JALT CALL Journal Published: 31 August, 2013, Volume 9(2), 169–196. Download PDF

Touch the page and mimic me: Evaluation of a talking-pen learning tool
Abigail Odakura
The JALT CALL Journal Published: 31 December, 2013, Volume 9(3), 287–295. Download PDF

A survey of Japanese university students' computer literacy skills
Adam Murray, Andrew Blyth
The JALT CALL Journal Published: 31 December, 2011, Volume 7(3), 307–318. Download PDF

Negotiating intercultural spaces and teacher identity in an internationalised school in Shanghai
Adam Poole
Intercultural Communication Education Published: 23 August, 2019, Volume 2(2), 59–70. Download PDF

Designing a course in intercultural education
Adrian Holliday
Intercultural Communication Education Published: 11 August, 2018, Volume 1(1), 4–11. Download PDF

Encouraging autonomy through the use of a social networking system
Adrian Leis
The JALT CALL Journal Published: 30 April, 2014, Volume 10(1), 69–80. Download PDF

(Re)imagining a course in language and intercultural communication for the 21st century
Adriana Raquel Diaz, Paul J. Moore
Intercultural Communication Education Published: 29 December, 2018, Volume 1(3), 83–99. Download PDF