This investigation delves into incorporating a hybridized memetic strategy within the framework of English composition pedagogy, leveraging Internet Plus resources. The study aims to provide an in-depth analysis of how this method influences students’ writing competence, their perceptions of writing, and their enthusiasm for English acquisition. Employing an explanatory research design that combines qualitative and quantitative methods, the study collects data through surveys, interviews, and observations of students’ writing performance before and after the intervention. Findings demonstrate a beneficial impact of integrating the memetic approach alongside Internet Plus tools on the writing aptitude of English as a Foreign Language (EFL) learners. Students reported increased engagement with writing, attributing it to the use of Internet plus tools. They also expressed that the memetic approach facilitated a deeper understanding of cultural and social contexts in writing. Furthermore, the findings highlight a significant improvement in students’ writing skills following the intervention. This study provides significant insights into the practical implementation of the memetic approach within English writing education, highlighting the beneficial contribution of Internet Plus tools in enriching students' learning journeys.