A Systematic Literature Review on the Integration of Internet Memes in EFL/ESL Classrooms

Abstract

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.