VLOGGING AND MEMES AS TOOLS FOR ENHANCING THE LEARNING EXPERIENCE IN ONLINE CHINESE LANGUAGE INSTRUCTION IN TRINIDAD & TOBAGO

Abstract

This study examines the fundamental role of vlogging and memes in enhancing the online learning experience for adult Mandarin Chinese learners in Trinidad and Tobago. As digital tools become increasingly central to foreign language education, more innovative and technologically driven strategies like vlogging in the target language and meme creation offer dynamic opportunities to engage L2 learners, make the language acquisition process more enjoyable, and address common challenges in learning Mandarin Chinese. Through a mixed-methods approach, this research combines questionnaires and the analysis of student- created vlogs and memes to explore learners' experiences, challenges, and perceived benefits of these activities. Data collected from the questionnaires will shed light on improvements in pronunciation, vocabulary retention, fluency, and confidence, while also identifying challenges such as pronunciation difficulties, vocabulary selection, and technical issues. Preliminary findings indicate that vlogging fosters increased speaking confidence and fluency, while meme creation enhances vocabulary retention and cultural understanding. By integrating creative and interactive digital strategies, this study highlights the potential to enrich online Mandarin instruction, making it more engaging, learner-centered, and effective in addressing language acquisition challenges.