The paper titled "Humour: A Tool to Enhance EFL Learning" explores the potential of humor as an instructional tool in English as a Foreign Language (EFL) classrooms. The primary focus of the paper is to investigate how humor can be effectively utilized to improve student engagement, retention, and overall classroom atmosphere, thereby enhancing the learning experience for students of English.
The purpose of the study is to highlight the benefits of incorporating humor into classroom teaching and to examine both students' and teachers' perspectives on its use. The scope of the research includes understanding the psychological, social, and educational impacts of humor on students, particularly in reducing anxiety, building rapport, and fostering a positive learning environment.
The methodology employed in the study involved purposive and random sampling of 98 Intensive English Program students from two colleges at King Khalid University in Saudi Arabia. The researchers conducted surveys and interviews to gather data on how humor is perceived and used by instructors and its effect on students' learning experiences.
The key findings of the research indicate that humor, when used appropriately, can significantly enhance the classroom experience by reducing stress, increasing motivation, and improving student-teacher relationships. Students reported feeling more relaxed and engaged when humor was integrated into lessons, and teachers acknowledged the positive impact of humor on classroom dynamics and student participation.
In conclusion, the study asserts that humor is a valuable tool in EFL education, contributing to a more effective and enjoyable learning process. However, the paper also cautions against the use of negative or inappropriate humor, which can have adverse effects on students. The authors recommend that humor be strategically incorporated into teaching practices to maximize its benefits while avoiding potential pitfalls.