Humour as EFL Learning-Teaching Strategy

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 indicate...

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Veröffentlicht in:	Journal of Education and Practice 2016, Vol.7 (10), p.105
Hauptverfasser:	Al-Duleimi, Abbas Deygan Darweesh, Aziz, Rana Naji
Format:	Artikel
Sprache:	eng
Schlagworte:	College Faculty College Students English (Second Language) English Teachers Foreign Countries Humor Iraq Mixed Methods Research Questionnaires Second Language Instruction Second Language Learning Student Attitudes Student Surveys Teacher Attitudes Teacher Surveys Teaching Methods
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description	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.
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source	ERIC - Full Text Only (Discovery); Elektronische Zeitschriftenbibliothek - Frei zugängliche E-Journals
subjects	College Faculty College Students English (Second Language) English Teachers Foreign Countries Humor Iraq Mixed Methods Research Questionnaires Second Language Instruction Second Language Learning Student Attitudes Student Surveys Teacher Attitudes Teacher Surveys Teaching Methods
title	Humour as EFL Learning-Teaching Strategy
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