AThe Use of Humour in EFL Classrooms: University Students’ Perceptions

Abstract

This research investigates the student’s perceptions of using humour in EFL classrooms. It examines the incorporation of humour in the classroom and how it can facilitate and create pertinent conditions for learning and teaching. It explores students’ perceptions towards their teachers’ humour. This study is an extraction from the MA thesis entitled “Students' perceptions of the use of humour in EFL classrooms at the university level," which investigated the impact of humour on EFL students at the university level. The present study is based on the concept that humour is a highly effective tool for helping learners and supporting their learning in EFL classes. This research illustrates how humour affects third-year EFL students' perspectives from the universities of Kirkuk, Raparin, Halabja, and Charmo. A 20-item survey was given to 100 students as part of a quantitative method in order to investigate their views on the usage of humour. According to the questionnaire, a significant percentage of learners supported the use of humour in the classroom, which was viewed as important results by students, who considered that it significantly contributed to their learning. Descriptive statistical methods such as percentages and distributions of frequency were used in the quantitative analysis of questionnaire data to get at this conclusion. The results demonstrate that humour helps with language acquisition by reducing fear, increasing motivation, boosting participation, and improving focus, as well as promoting retention. By presenting real data from EFL students at university classrooms, this study expands the body of literature by shedding light on the educational benefits of humour in language classrooms.