The authors report that humorous instruction changed students' mood, encouraged oral participation and reduced hesitation in speaking English¶

Claim · All claims
Evidence · 1 study · causal r1 · q1
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? After the humorous lessons, students were happier, spoke with each other more, and felt less hesitation when speaking English orally. → Rufaidah Kamal Abdulmajeed & Sarab Khalil Hameed 2017

Evidence¶

Rufaidah Kamal Abdulmajeed & Sarab Khalil Hameed 2017¶

Rufaidah Kamal Abdulmajeed & Sarab Khalil Hameed. (2017). Using a Linguistic Theory of Humour in Teaching English Grammar. English Language Teaching, 10(2). https://doi.org/10.5539/elt.v10n2p40

q1 · i? · causal · r1

This is the authors' observational interpretation of the experimental group's classroom behaviour, not a measured outcome; no instrument, ratings or statistics are reported for mood, participation or hesitation.

"This experiment has changed the mood of the students, made them happy with what they are doing in the classroom and encouraged them to speak with each other to eliminate the hesitation they feel when speaking the language orally."

Discussion¶

Related Claims¶

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• Teaching English grammar with humorous activities produced more correct quiz answers than traditional instruction in a small classroom experiment — related