Exploring Teachers’ and Students’ Perceptions on the Use of Humor and Its Role in English Language Teaching in Khurasan University of Afghanistan

Zabihullah Arab; Sardar Wali Israr‎; Hedayatullah Bawar‎; Javid Hameedi; Malang Momand

doi:10.70436/nujah.v1i02.14

Downloads

Download the Article:

PDF

Authors

Zabihullah Arab Department of English, Faculty of Literature and Human Science, Laghman University, Mihtarlam, Afghanistan.‎ Author https://orcid.org/0009-0007-7378-4087
Sardar Wali Israr‎ Department of English, Faculty of Literature and Human Science, Laghman University, Mihtarlam, Afghanistan.‎ Author https://orcid.org/0009-0009-0354-2618
Hedayatullah Bawar‎ Department of English, Faculty of Literature and Human Science, Laghman University, Mihtarlam, Afghanistan.‎ Author https://orcid.org/0009-0004-3966-4178
Javid Hameedi Department of Pashto, Faculty of Literature and Human Science, Laghman University, Mihtarlam, Afghanistan.‎ Author https://orcid.org/0009-0001-8775-2883
Malang Momand Department of English, Faculty of Literature and Human Science, Laghman University, Mihtarlam, Afghanistan.‎ Author https://orcid.org/0009-0006-7402-7195

DOI:

https://doi.org/10.70436/nujah.v1i02.14

Keywords:

Humor; ELT; Teachers & Students Perceptions

Abstract

This study explored the perceptions of ELT teachers and students at Khurasan University, Afghanistan, regarding the use of humor in English language classrooms. Using a five-point Likert-scale questionnaire completed by 10 teachers and 50 students, the research aimed to assess whether humor is favored and how it impacts learning. Data were analyzed using SPSS, focusing on percentages, means, and standard deviations. The findings revealed that humor is an effective teaching strategy that helps reduce stress and anxiety, enhances motivation, and builds confidence among students, especially those self-conscious about their language skills.

References

Ali, S.S., Iqbal, M., Din, R., Ali, A. & Rahman, G. (2015). Appropriate use of humor in English Language Teaching: A ‎case study of KUST. Abasyn Journal of Social Science, 8(1), 127-142‎

Andarab, M. S., & Mutlu, A. (2019). Using humor in language classrooms: Greasing the wheels or putting a spanner in ‎the works? A study on humor styles of Turkish EFL instructors. Eurasian Journal of Applied Linguistics, 5(1), ‎‎23-39. doi:10.32601/ejal.543776‎

Askildson, L. (2005). ‘Effects of humor in the language classroom: Humor as a Pedagogical tool in theory and practice’. ‎Arizona Working Papers in SLAT vol.12 (1), pp. 45–61.‎

Baid, H., & Lambert, N. (2010). Enjoyable learning: The role of humor, games, and fun Activities In nursing and ‎midwifery education. Nurse Education Today, 30(6), 548-552. doi:http://dx.doi.org/10.1016/j.nedt.2009.11.007 ‎

Baleghizadeh, S., & Ghoreishi, A. (2014). An evaluation of the use of humor in ELT course books. International Journal ‎of Languages and Literatures, 2(2), 187-201.‎

Berk, R. (2000). ‘Does humor in course tests reduce anxiety and improve performance?’ College Teaching 48 (4), pp. ‎‎151–159.‎

Bruner, R. F. (2002). Transforming thought: The role of humor in teaching. Retrieved from ‎https://papers.ssrn.com/sol3/papers.cfm?abstract_id=298761‎

Deiter, R. (2000). The use of humor as a teaching tool in the college classroom. NACTA Journal, 44(2), 20-27.‎

Embalzado, H., & Sajampun, P. (2020). Perspectives of students in Thailand on the use of humor in the university ‎classroom. International Education Studies, 13(4), 17-26. doi:10.5539/ies.v13n4p17.‎

Furgoon, M.M.A. (2017). The Integration of Humor in ELT Classroom Instruction: Solutions to the Barriers. The State ‎University of Malang, National Seminar Proceeding p.357. ‎

Galindo, F. A. (2012). The Use of Humor in the Classroom: Exploring Effects on Teacher-Student Immediacy and ‎Student Learning. The University Of Texas at El Paso.‎

Gruner, C. R. (2000). The game of humor: A comprehensive theory of why we laugh. New Brunswick, NJ: Transaction ‎Publishers.‎

Lovorn, M., & Holaway, C. (2015). Teachers’ perceptions of humor as a classroom teaching, interaction, and ‎management tool. The European Journal of Humor Research, 3(4), 24-35.‎

Mantooth, J. D. (2010). The effects of professor humor on college students’ attention and retention. Doctoral ‎dissertation, Auburn University.‎

McGhee, P. E. (2014). Toward the integration of entertainment and educational functions of television: The role of ‎humor. In The entertainment functions of television (pp. 193–218). Psychology Press. ‎

Meyer, J. C. (2000). Humor as a Double-Edged Sword: Four Functions of Humor in Communication. Communication ‎Theory, 10(3), 310-331. doi:10.1111/j.1468- 2885.2000.tb00194.x‎

Morreall, J. (2014). Humor, philosophy, and education. Educational Philosophy and Theory, 46(2), 120–131. ‎

Pomerantz, A. & Bell, N. D. (2011). ‘Humor as a safe house in the foreign language classroom’. The Modern Language ‎Journal 95 (1), pp. 148–161.‎

Shibinski, K., & Martin, M. (2010). The role of humor in enhancing the classroom climate. Athletic Therapy Today, ‎‎15(5), 27-29.‎

Stroud, Robert. (2013). The Laughing EFL Classroom: Potential Benefits and Barriers. English Language Teaching. 6(1), ‎‎72-85. doi:10.5539/elt.v6n10p72.‎

Wanzer, M., Frymier, A. B., & Irwin, J. (2010). An Explanation of the Relationship between Instructor Humor and ‎Student Learning: Instructional Humor Processing Theory. Communication Education, 59 (1),1-18. ‎doi:10.1080/03634520903367238.‎

Zebila, M. (2012). Using Humor as a Pedagogical Strategy to Reduce Students’ Boredom: The Case of First-Year ‎Students of English at Biskra. ‎

Ziyaeemehr, A., & Kumar, V. (2014). The relationship between instructor humor orientation and students’ report on ‎second language learning. International Journal of Instruction, 7(1), 91-106.‎