Humour as EFL Learning- Teaching Strategy

Abstract

It has been argued that humour is beneficial in the classroom because it increases social bonding between teachers and students, salience of information, and ultimately recall and retention. The current study attempts to test some assumptions about humour as a pedagogical tool. Results have indicated that using humour to teach material significantly increases students' overall performance. This study provides some valid evidence that humour may maximize the learning outcomes of the college classroom settings.

Keywords: Humour, EFL, Strategy, Learning