Arab World English Journal (AWEJ) Volume 9. Number 2. June 2018                      Pp. 262 -282
DOI: https://dx.doi.org/10.24093/awej/vol9no2.18

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The Use of Humour in EFL Classrooms: Comparative Conversational Analysis Case Study 

Sahar Ali Fadel
English Language Institute

King Abdulaziz University, Jeddah, Saudi Arabia

Abdullah Al-Bargi
English Language Institute

King Abdulaziz University, Jeddah, Saudi Arabia

 

 

Abstract:
Utilising a sequential explanatory mixed-methods approach, the current case study investigates the characteristics and frequency of the usage of verbal humour that positively or negatively affects the Saudi English as a Foreign Language (EFL) tertiary-level students across two different English language proficiency levels. The participants included 42 EFL teachers and 138 male EFL students from the English Language Institute (ELI) in King Abdulaziz University. The students were enrolled in the beginners (E101) and intermediate (E104) English language proficiency levels. The mixed-methods approach was implemented using audio and video recordings and a questionnaire as the data collection instruments. The findings stated the four main characteristics of both positive and negative verbal humours in Saudi EFL classrooms. These findings revealed that humour was more frequently used at the intermediate than at the beginner level, and that the most effective forms of humour at both levels involved language play, irony, jokes, and self-defeating humour. Suggestions, recommendations, pedagogical implications have also been presented.
Keywords: classrooms, coding scheme, conversation analysis, humour, Saudi EFL context

Cite as:  Fadel, S. A., &  Al-Bargi, A. (2018). The Use of Humour in EFL Classrooms: Comparative Conversational Analysis Case Study. Arab World English Journal, 9 (2).
DOI: https://dx.doi.org/10.24093/awej/vol9no2.18
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Sahar Fadel is an EFL Lecturer at the English Language Institute. Fadel, has a Bachelors in
Languages & Translation and a Master’s degree in TESOL. Some of the areas she has researched
are testing and assessments in ELT, ESP/EAP, curriculum design, and classroom discourse. Sahar
has been working at the ELI since 2009, teaching and holding several positions. ORCID:
https://orcid.org/0000-0002-6655-7181