Meme-Assisted Debate 21st Century Visuals Serving EFL Spoken Production on a Sample of Level B2 Hungarian Secondary School Students

Abstract

The aim of the present research is to introduce and assess the application of thematically
structured internet macros as a starting point for a level B2 EFL debate task on national stereotypes
related to the culture and everyday life of the United States of America. The main focuses of the paper
include attempts at describing how and why such 21st century visuals can be loaded with the capacity of
enhancing L2 oral production and examining students’ self-reflections and (self-)evaluations of the
learning outcome. Also, it gives some interesting research-based insights into the characteristic features
of the typical present day teenage language learner in the system of Hungarian public education with
relevance to the methodology of teaching foreign languages.