Lol in the Classroom: Internet Memes as Multimodal Tools for Language Teaching

Abstract

Memes are infectious digital artifacts, which Richard Dawkins supported. This research is built on the conceptual intersection between multimodal learning of language and memetic strategies and tools, with consideration that memes are multipurpose and metaphoric tools that can be utilized as the new generation subscribes to the participatory digital memetic culture. The study is based on classroom ethnography, observation, and practical applications of different mimetic methods. It analyzes different methods, tools, and ways to use memes as an effective approach in language teaching and learning. The findings advocate a shift from traditional, rigid methods towards flexible, context-driven post-method pedagogies that incorporate digital artifacts as dynamic learning inputs. Memes, as linguistic and cultural replicators, serve not only as content but also as methods, enabling learners to co-construct meaning, critically analyze discourse, and navigate real-world communication. The paper proposes a memetic, learner-centered ELT model where multimodality, digital creativity, and affective engagement converge for enhanced language acquisition.