ENHANCING MOTIVATION AND LANGUAGE SKILL DEVELOPMENT IN TESOL THROUGH EMOJIS AND INTERNET MEMES: A MULTIMODAL PEDAGOGICAL APPROACH

The aim of the study is to evaluate the impact of multimodal pedagogical intervention using emojis and Internet memes on motivation and development of language skills among students learning English as a second language (TESOL). A pilot quasi-experiment was conducted: the experimental group (N = 30) completed an 8-week module that integrated emojis and memes into vocabulary, speaking, and writing tasks; the control group (N = 30) studied the same topics traditionally. Before and after the intervention, motivation (L2 Motivational Self System), vocabulary (test), written and oral skills (assessment by category) were measured, and qualitative feedback was collected. The results showed a statistically significant increase in motivation and improved language performance in the experimental group compared with the control (p < .05). Qualitative data confirmed greater involvement and a sense of relevance of the materials among the participants. Pedagogical recommendations for the introduction of multimodal elements (emojis, memes) in TESOL and suggestions for further research are discussed.

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