A MIXED-METHODS STUDY OF EMOJI AND MEME USE IN MODERN TESOL CLASSROOMS
Abstract
The digital vernacular of learners, rich with emojis and memes, presents both a challenge and an untapped resource for Teaching English to Speakers of Other Languages (TESOL). This article outlines a proposed mixed-methods study investigating the pedagogical potential and student perceptions of integrating these visual-graphic symbols into language learning. By combining quantitative surveys on frequency and attitude with qualitative analysis of student-created content and focus group discussions, the study aims to move beyond anecdotal evidence. Preliminary implications suggest that when used strategically, emojis and memes can lower affective filters, enhance pragmatic and cultural competence, and foster a more engaging, digitally literate classroom community.