Abstract
AbstractFan and ludic teaching practices can enhance student engagement and the meaningfulness of English as a Foreign Language (EFL) activities in both English teaching and teacher training courses. To elucidate, fan teaching practices integrate fan cultures and interests into the learning experience, while ludic ones employ playful objects and methods for educational purposes. Inspired by these approaches, we introduce Story by Memes as an exemplary activity sequence. Tailored to set the tone for an EFL teacher training course, the activity challenges advanced EFL learners and student teachers to design a digital multimodal composition. They achieve this by harnessing the power of memes: humorously captioned digital images crafted to spotlight distinct ideas or jests. Beyond creativity, Story by Memes paves the way for enriched discourse and pragmatic language performance; sparks deep metacognitive reflection on writing, digital discourse, and new literacies; and serves to make visible participants’ identities as fans, language learners, and prospective language teachers. With its adaptable nature, this activity is suitable for a spectrum of target languages, diverse learner demographics, and varied pedagogical goals. The result is a deeply resonant learning experience that not only harnesses authentic language use but also reflects learners’ everyday literacy practices.
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