Learner‐Generated Content and Teachers Collaborative Planning on Using Memes in English as a Foreign Language Instruction
Bibliographic Data
| ID | 7169396 |
|---|---|
| Authors | Thu Trang Thi Truong (HEW London Teacher Training Hub Hochiminh City Viet Nam, corresponding author), Craig Lambert (0000-0001-6017-1336, School of Education, Curtin University Bentley Western Australia Australia) |
| Year | 2025 |
| Volume | 59 |
| Issue | S2 |
| Publication date | 2025-12-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | TESOL Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 0039-8322 • E-ISSN: 1545-7249 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/tesq.3398 |
| OpenAlex | W4409375992 |
| Language | EN |
| Citations received | 1 |
| References cited | 24 |
This brief report consists of initial case studies on the role of learner‐generated content (LGC) in the effectiveness of novice Vietnamese English as a foreign language (EFL) teachers' collaborative planning discussions. The trainee teachers in the study each presented two memes and discussed how they might be used in additional language (L2) teaching in dyads. One was created by the trainee teachers (LGC), and the other was provided by the teacher trainer (teacher‐generated content [TGC]). These discussions were repeated three times with different interlocutors each time. Thematic analysis was used to identify emergent differences in their discussions in the two conditions. Results suggest that (1) LGC positively impacted the novice teachers planning discussions in terms of (a) the connections they made to their teaching contexts, (b) the collaborative generation of ideas, and (c) the range of applications they discussed; (2) LGC may have interacted with task repetition, resulting in the transfer of discourse characteristics from initial LGC task performances to comparable TGC task performances through practice. The findings suggest directions for future research on the use of LGC in L2 teacher training and on content–practice interactions
Content (measure theory · English as a foreign language · Foreign language · Linguistics · Mathematics education · Pedagogy · Sociology · Computer Science · Digital Communication and Language · EFL/ESL Teaching and Learning · Humor Studies and Applications · Mathematics · Philosophy · Psychology
Task Repetition and Second Language Speech Processing
Teacher as an orchestrator of collaborative planning in learner-generated video production
Presenting grammar through Internet memes in teaching English for specific purposes
Collaborative Lesson Planning as Professional Development for Beginning Primary Teachers
A study of novice teachers
Impact of goal-tracking on engagement in language use in an online TBLT module for Thai university students
The development of teacher autonomy in collaborative lesson preparation
Task Preparation and Second Language Speech Production
Using thematic analysis in psychology
Using Memes to Facilitate Tesol Student Teachers' Reflections on Identity
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2025 - 2025 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 1 |