A Double-Edged Sword of Humour: Students’ Perspectives on Teachers’ Use of Humour in EFL Classroom

Dian Rianita; Fara Merian Sari; Alexsander  Yandra

doi:10.31849/reila.v5i3.16415

Dian Rianita Universitas Lancang Kuning, Pekanbaru, Indonesia
Fara Merian Sari Universitas Lancang Kuning, Pekanbaru, Indonesia
Alexsander Yandra Universitas Lancang Kuning, Pekanbaru, Indonesia

DOI: https://doi.org/10.31849/reila.v5i3.16415

Keywords: Classroom Engagement, EFL Instruction, English Language Learnin, Higher Education, Humour in Education, Teaching Strategies

Abstract

Humour has varied functions in teaching and learning English as a Foreign Language (EFL), particularly in enhancing classroom instruction. This study investigates EFL students' perspectives on their lecturers' use of humour, focusing on students from private universities. The study employed a mixed-method approach, gathering data through questionnaires from 122 students and conducting in-depth interviews with 5 students. This diverse sample included learners aged 18 to 45 years, offering insights into a broad age range. Findings indicate that humour in the EFL classroom positively influences students' learning experiences. It contributes to a relaxed learning atmosphere, fosters closer connections between students and lecturers, and enhances engagement with the material. However, it's crucial that the humour aligns with the adult status of the students, indicating a need for sensitivity and appropriateness. The study underscores humour's dual role in EFL education, akin to a double-edged sword with both positive and negative impacts. From the perspective of private university students, appropriate humour is key to effective learning, particularly for adult learners. The findings suggest that while humour can be a powerful pedagogical tool, it must be employed judiciously, considering the varied age and backgrounds of the learners. The implications extend to the broader context of EFL education in higher learning, highlighting the importance of lecturer-student dynamics and the careful integration of humour in educational settings.

Downloads

Download data is not yet available.

Author Biographies

Dian Rianita, Universitas Lancang Kuning, Pekanbaru, Indonesia

Dian Rianita, a distinguished senior lecturer with extensive experience, possesses an impressive academic background. She earned her undergraduate degree in English Language and Literature from Universitas Andalas-Padang, followed by a Master's degree from the University of New South Wales, and a Doctorate from the Catholic University of Atma Jaya, Indonesia. Her academic pursuits began in earnest during her tenure as an English lecturer at Universitas Andalas, where she cultivated a profound interest in the intersection of humor, teaching, and interpersonal communication. Rianita's subsequent tenure at Universitas Lancang Kuning marked a deeper exploration into pragmatics and discourse analysis, particularly focusing on digital communication. Her doctoral work, concentrating on the Discursive Strategy in Online Humor, not only highlights her expertise but also continues to inform her current research endeavors and scholarly publications.

Fara Merian Sari, Universitas Lancang Kuning, Pekanbaru, Indonesia

Fara Merian Sari, a lecturer in the Department of Public Policy, boasts an academic background rooted in public administration, having earned her bachelor's and master's degrees from Riau University in 2010 and 2014, respectively. Initiating her career as a lecturer in 2016, Fara has since directed her scholarly attention towards public administration and climate policy. Her active engagement extends beyond academia into community initiatives within these domains. Fara's academic contributions, particularly in the realm of policy analysis, have garnered recognition with several publications in scientific journals.

Alexsander Yandra, Universitas Lancang Kuning, Pekanbaru, Indonesia

Alexsander Yandra is a senior lecturer with years of experience in political matters and waste banks study. He is an alumnus of Andalas University in Padang, where he completed both his undergraduate and postgraduate (S2) studies and currently pursuing for his doctoral degree in one of state university in Indonesia. Renowned for his productivity in community service and research, Alex has successfully undertaken numerous projects, garnering financial support from both public and corporate sectors. As an academic, he has made significant contributions to his field, authoring a multitude of articles that have achieved national and international publication. His expertise in politics not only shapes his academic pursuits but also involves him actively in government activities, serving both as a consultant and a researcher.

References

Ahn, S.-Y. (2015). Exploring language awareness through students’ engagement in language play. Language Awareness, 25(1-2), 40–54. https://doi.org/10.1080/09658416.2015.1122020

Alemi, M., Ghanbar, H., & Rezanejad, A. (2021). The integration of verbal humour into EFL classrooms: The isues of appropriateness and relevance in focus. Journal of Language and Education,7(1),14-27. https://doi.org/10.17323/jle.2021.10861

Andarab, M. S., and A. K. Mutlu. (2019). “Using humour in language classrooms: Greasing the wheels or putting a spanner in the works? A study on humour styles of turkish EFL Instructors.” Eurasian Journal of Applied Linguistics 5 (1): 23–39. https://doi.org/10.32601/ejal.543776

Arifah, N.A., So, H.J., Rakerda, H., Ilmi, M. Sulistyawati, H. (2023). Exploring the impact of TPACK-based teacher professional development (TPD) program on EFL teachers' TPACK confidence and beliefs. The Journal of Asia TEFL. 20 (2). 300-315. https://doi.org/10.18823/asiatefl.2023.20.2.5.300

Askildson, Lance. (2005). Effects of humour in the language classroom: Humour as a pedagogical tool in theory and practice in The Arizona Working Papers in Second Language Acquisition and Teaching, 12, pp. 45-61.

Bakar, F., & Kumar, V. (2019). The use of humour in teaching and learning in higher education classrooms: Lecturers’ perspectives. Journal of English for Academic Purposes. https://doi.org/10.1016/j.jeap.2019.04.006

Bakar, F. (2019). “Appropriate and relevant humour in the university classroom: Insights from teachers and students.” European Journal of Humour Research 7 (4): 137–152. https://doi.org.10.7592/EJHR2019.7.4.bakar.

Bell, N. and Pomerantz, A. (2016). Humour in the classroom: A guide for language teachers and educational researchers (1st ed). New York, NY: Routledge

Berk, R. A. (2004). The active ingredients in humour: Psychophysiological benefits and risks for older adults. Educational Gerontology, 30(7), 583-599.

Bieg, S., & Dresel, M. (2018). Relevance of perceived teacher humour types for instruction and student learning. Social Psychology of Education, 21(4), 805–825. https://doi.org/10.1007/s11218-018-9428-z

Bieg, S., Grassinger, R., & Dresel, M. (2018). Teacher humor: Longitudinal effects on students’ emotions. European Journal of Psychology of Education, 34, 517-534. https://doi.org/10.1007/s10212-018-0402-0

Bolkan, S., D. J. Griffin, and A. K. Goodboy. (2018). “Humour in the classroom: The effects of integrated humour on student learning.” Communication Education 67 (2): 144–164. https://doi.org/10.1080/03634523.2017.1413199

Cahyadi, A., & Ramli, M. (2023). Perceived related humor in the classroom, student–teacher relationship quality, and engagement: Individual differences in sense of humor among students. Heliyon, 9(1). 1-9. https://doi.org/10.1016/j.heliyon.2023.e13035

Daumiller, M., Bieg, S., Dickhäuser, O. & Dresel, M. (2019). Humor in university teaching: Role of teachers’ achievement goals and self-efficacy for their use of content-related humor. Studies in Higher Education, 45(12), 2619-2633. https://doi.org/10.1080/03075079.2019.1623772

Embalado, H. & Sajampun, P. (2020). Perspectives of students in Thailand on the use of humour in university classroom. International Education Studies, 13 (4), 17-26.

Forman, R. (2011). Humourous language play in a Thai EFL classroom. Applied Linguistics, 32(5), 541-565.

Garner, R. L. (2006). ‘Humour in pedagogy: How ha-ha can lead to aha!’ College Teaching 54 (1), 177-180. https://doi.org/10.3200/CTCH.54.1.177-180

Gorham, J., & Christophel, D.M. (1992). Students' perceptions of teacher behaviors as motivating and demotivating factors in college classes. Communication Quarterly, 40, 239-252.

Heidari-Shahreza, M. A. (2018). Focus on form and fun: EFL learners’ playful language-related episodes (PLREs). TESL-EJ Journal, 22(2), 1–15.

Heidari‐Shahreza, M. A. (2020). Humour in the language classroom: Pedagogical benefits and practical considerations. TESOL Journal. 12:e572. https://doi.org/10.1002/tesj.572

Illés, É. and Akcan, S., (2017). Bringing real-life language use into EFL classrooms, ELT Journal, 71 (1), 3–12, https://doi.org/10.1093/elt/ccw049

Jakonen, T., & Evnitskaya, N. (2020). Teacher smiles as an interactional and pedagogical resource in the classroom. Journal of Pragmatics, 163, 18–31, https://doi.org/10.1016/j.pragma.2020.04.005

Kruse, B. G., & Prazak, M. (2006). Humour and older adults. Journal of Holistic Nursing, 24(3), 188–193. https://doi.org/10.1177/0898010106289855

Liu, Y., L. Sun, X. Wu, Y. Yang, C. Zhang, H. Zhou, and X. Quan. (2017). Use of humour in medical education: A survey of students and teachers at a medical school in China.” BMJ Open 7: 1–7. https://doi:10.1136/bmjopen-2017-018853

Lovorn, M., & Holaway, C. (2015). Teachers’ perceptions of humour as a classroom teaching, interaction, and management tool. The European Journal of Humour Research, 3(4), 24–35. https://doi.org/10.7592/EJHR2015.3.4.lovorn

Martin, R. A., Puhlik-Doris, P., Larsen, G., Gray, J., & Weir, K. (2003). Individual differences in uses of humour and their relation to psychological well-being: Development of the humour styles questionnaire. Journal of Research in Personality, 37(1), 48–75.

Minoo, A., Hessameddin, G., & Atefeh, R. (2021). The Integration of Verbal Humour into EFL Classrooms: The Issues of Appropriateness and Relevance in Focus. Journal of Language and Education, 7(1 (25)), 14-27.

Nussbaum, J. F., & Zamora, A. (2019). Humour in the classroom: An integrative review of research and implications for practice. Communication Education, 68(3), 235-249.

Olajoke, S.A. (2013). Students’ perception on the use of humour in the teaching of English as a second language in Nigeria. International Education Research, 1(2):65-7. http://dx.doi.org/10.12735/ier.v1i2p65

Petitjean, C., & González-Martínez, E. (2015). Laughing and smiling to manage trouble in French-language classroom interaction. Classroom Discourse, 6(2), 89–106. https://doi.org/10.1080/19463014.2015.1010556

Petraki, E., & Pham Nguyen, H. H. (2016). Do Asian EFL teachers use humour in the classroom? A case study of Vietnamese EFL university teachers. System, 61, 98–109. https://doi.org/10.1016/j.system.2016.08.002

Rianita, D. (2022) Investigating discursive strategies in online English conversational humour: a case study of Korean tv drama fans’ threads. (Unpublished Doctoral Dissertation). University Atma Jaya Indonesia

Sterling, S., & Loewen, S. (2015). The occurrence of teacher-initiated playful LREs in a Spanish L2 classroom. System, 53, 73e83.

Tong, P., & Tsung, L. (2020). Humour strategies in teaching Chinese as second language classrooms. System, 91. 92245 https://doi.org/10.1016/j.system.2020.102245

Tran, M. T. H. (2022). The use of humour in multicultural classrooms: a case study of teachers' and students' perceptions and practices from a university ELICOS centre (Doctoral dissertation, Macquarie University). https://figshare.mq.edu.au/articles/thesis/The_use_of_humour_in_multicultural_classrooms_a_case_study_of_teachers_and_students_perceptions_and_practices_from_a_university_ELICOS_centre/19441967/1

Vivona, B.D. (2018). Theory to practice: Considering humour and adult education. PAACE Journal of Lifelong Learning, 27, 67-81.

Wanzer, M. B., Frymier, A. B., & Irwin, J. (2010). An explanation of the relationship between instructor humour and student learning: Instructional humour processing theory. Communication Education, 59(1), 1-18.

Wanzer, M. B., Frymier, A. B., Wojtaszczyk, A. M., & Smith, T. (2006). Appropriate and inap- propriate uses of humour by teachers. Communication Education, 55, 178–196.

Waring, H. Z. (2013). Doing being playful in the second language classroom. Applied Linguistics, 24, 191–210. https://doi.org/10.1093/applin/ams047

Waring, H. Z., Reddington, E., & Tadic, N. (2016). Responding artfully to student-initiated departures in the adult ESL classroom. Linguistics and Education, 33, 28–39.

Weisi, H., & Mohammadi, V. (2023). Humour in the classroom: forms and functions among Iranian EFL teachers. The European Journal of Humour Research, 11(1), 168-183. https://doi.org/10.7592/EJHR.2023.11.1.739

Yen, T. S. (2023). Preferred Humour Styles of Undergraduates of a Private University. Asian Journal of Research in Education and Social Sciences, 5(1), 227-233.