A MIXED-METHODS STUDY OF EMOJI AND MEME USE IN MODERN TESOL CLASSROOMS

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.