The assessment of memes as digital multimodal composition in L2 classrooms

Jieun Ryu, Young Ae Kim, Seungmin Eum, Seojin Park, Sojung Chun, Sunyoung Yang

Research output: Contribution to journalArticlepeer-review

2 Scopus citations


Digital multimodal writing has become predominant in our students’ lives in and outside the L2 classrooms. While many L2 educators integrate various multimodal projects into their curriculum, internet memes and their assessment have not been explored in depth in L2 settings, although memes have potential to be valuable multimodal writing tasks. The purpose of this study is to better understand how memes can be incorporated and assessed in L2 classrooms. Twenty-seven student-created memes in a low-intermediate Korean as a Foreign Language course at a large university were collected and analyzed. The findings indicated that the student-created memes successfully addressed the multimodal aspect of the meme genre, universal and specific cultural references, and language aspects specific to the genre of memes. Our analyses of the memes suggest three key components to assess this multimodal writing project in addition to its overall task/functions: 1) multimodal aspects that include understanding the interplay between multiple modes for an effective message in a given context; 2) cultural aspects, demonstrating cultural knowledge and its application, recognizing the semiotic importance of multimodal expression in the target community; and 3) language aspects as an effective communication medium, demonstrating genre knowledge of the specific task and language accuracy.

Original languageEnglish (US)
Article number100914
JournalJournal of Second Language Writing
StatePublished - Sep 2022


  • Assessment
  • Digital multimodal composition
  • Korean as a foreign language
  • Memes

ASJC Scopus subject areas

  • Language and Linguistics
  • Education
  • Linguistics and Language


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