Learner-Generated Content and Teachers Collaborative Planning on Using Memes in English as a Foreign Language Instruction
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| Title: | Learner-Generated Content and Teachers Collaborative Planning on Using Memes in English as a Foreign Language Instruction |
|---|---|
| Language: | English |
| Authors: | Thu Trang Thi Truong, Craig Lambert (ORCID |
| Source: | TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect. 2025 59(2):S161-S172. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, English (Second Language), Second Language Instruction, Teacher Developed Materials, Student Developed Materials, Student Teachers, Social Media, Popular Culture, Visual Aids, Drills (Practice), Cooperative Planning |
| Geographic Terms: | Vietnam |
| DOI: | 10.1002/tesq.3398 |
| ISSN: | 0039-8322 1545-7249 |
| Abstract: | 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. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1492172 |
| Database: | ERIC |
| Abstract: | 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. |
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| ISSN: | 0039-8322 1545-7249 |
| DOI: | 10.1002/tesq.3398 |
