Humor in the EFL Context: An Investigation of Algerian Second-Year LMD Students’ and Teachers’ Attitudes at Medea University

Abstract

Despite its undeniable locus in the teaching-learning process, the use of humor in EFL (English as a foreign language) classrooms seems to be disregarded. Its benefits, however, have been praised in academia. The aim of this article is to investigate students’ and teachers’ attitudes toward the use of humor in the EFL classroom. Additionally, it examined the extent to which humor is used in the English language teaching-learning practice. This study adopted a descriptive design. A case study was undertaken at the Department of Foreign Languages, Section of English of Dr. Yahia Fares University (Medea) relying on two research instruments in order to collect data: a questionnaire for students and another for teachers, and classroom observation. The sample of the study is the selection of all second-year students (82) and teachers (11). The obtained data were analyzed quantitatively and qualitatively. The findings of this research denoted that the majority of students and teachers held significantly positive attitudes toward using humor in EFL classes. Thus, it was recommended that the integration of humor in the language classroom should constantly be at the forefront of every teacher’s mind.