Abstract
Can content-based humorous cartoons be integrated in texts in teaching and learning materials to improve students’ reading rate, comprehension and motivation? Previous studies have reported inconsistent results. To identify the effects of content-based humorous cartoons in reading materials, a between-subjects repeated-measures experimental study and a follow-up survey study were conducted. The majority of the students opined that the illustrations had positive impacts on their reading. Results of the experimental study indicate that the illustrations had significantly increased rate, comprehension and motivation of the students. The findings provide supportive evidences for the Dual Coding Theory and Relief Theory of Laughter.
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