Abstract

This undergraduate thesis investigated the multimodal construction and audience engagement of meme-based English language teaching on the Instagram account @kotesu_8. Adopting Kress and van Leeuwen’s (2006) visual grammar and Braun and Clarke’s (2006) thematic analysis, the study analyzed three high-reach reels focusing on plural nouns and verb-ing forms, alongside their respective comment sections containing 2,403 text-only comments. The multimodal findings revealed that the lessons are constructed through conceptual classificatory processes, demand gazes from mascots, and a stable Given-New compositional layout. A significant theoretical identified was the "progressive reveal" as a temporal multimodal strategy. The thematic analysis indicated seven recurring engagement patterns, where followers not only consumed content but also extended the lessons through creative wordplay, political satire, and informal peer-correction. The study concludes that meme-based pedagogy on Instagram functions as a participatory event that bridges formal gaps through bilingual cultural scaffolding.