Abstract
The primary objective of this study is to contribute to the existent area of research on use of humour as a motivator in ESL classrooms through analyzing the teachers’ and students’ perspectives. Both qualitative and quantitative methods were used to gain data for the study. The first source of data in the study was interviews. The sample group of six English teachers in three selected government schools in Southern Province took part in semi structured interviews. The second source of data was a survey. The sample group of survey consists of sixty students of Grade 9, 10 and 11 in three selected government schools. The study revealed that the employment of humour in the process of teaching learning process brings significant advantages to both teacher and learner. Mainly, the study revealed the important role of humour in motivating ESL learners in learning and improving their performance and ESL teachers in teaching the second language. According to this research, humour creates fun and amusement through the use of funny songs, games, funny stories, puns and jokes and they assist in motivating or encouraging, explaining the lesson, reducing anxiety and drawing students’ attention. The results of this study overwhelmingly confirm that there is a perceived productiveness and effectiveness of humor in the use of pedagogical process in ESL classrooms.
Published Version
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