This study using the mixed method design aimed to find out the social and psychological effects of humor as a teaching and learning strategy of language teachers to college students, as well as how and when teachers integrate humor in teaching. Participants included sophomore students and language teachers from a state institution in Western Visayas, Philippines. A researcher-structured and validated questionnaire transformed into a Google form was employed to collect quantitative and qualitative data. Results revealed that majority of the respondents agreed that humor, when used as a teaching approach, helps build a positive student-teacher relationship. They reported that they feel more relaxed when humor is used in teaching, highlighting its effectiveness as a tool to reduce anxiety while learning, enhance their participation and contribute to their final grade in English. Teacher-participants mentioned that humor is used within the class discussion to sustain attention. The most popular humor used are jokes, funny experiences, and puns. Sarcasm and visual jokes are rarely injected. However, the application of humor in a classroom setting should be approached with caution and sensitivity. While humor has the potential to create a more relaxed learning environment and aid in the learning process, boundaries should be established to avoid causing offense. Using humor as a teaching and learning strategy has a positive impact on college students’ language learning experience, if used appropriately. Despite the occasional drawbacks, the benefits of using humor in the language classroom outweigh its limitations.
humor, teaching-learning strategy, mixed method, social and psychological effects
This paper is presented in 3rd International Research Competitions 2023
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Cite this article:
Isagan, K.R., Enecito, V.R., Ungsod, J.S., Nagal, C.R. & Biray, E.T. (2023). Humor as a teaching and learning strategy in a language classroom. The Research Probe, 3(2), 13-21. https://doi.org/10.53378/trp.12232
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