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

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2017 · checked against its sources 2026-11-02 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Students taught inherent and non-inherent adjectives with humour devices scored higher on an identical end-of-lesson quiz than students taught by the traditional method (13 vs 5 correct out of 19 each). → 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

q2 · i? · causal · r1

Classroom experiment with 38 second-year Department of English students at the University of Baghdad, divided into control and experimental groups of 19 each; the printed table shows 13 correct and 6 incorrect in the experimental group versus 5 correct and 14 incorrect in the control group. The article reports the difference as "significantly higher" but prints no test statistic or effect size.

"The results showed that the number of students who did well in the experimental group is significantly higher than the students with correct answers in the control group."

Discussion¶

Related Claims¶

• The authors report that humorous instruction changed students' mood, encouraged oral participation and reduced hesitation in speaking English — related
• Spanish B1 learners taught equivocal words through joke-telling retained more vocabulary on a two-week delayed post-test than learners taught the same items conventionally — related
• Sixth-grade students taught English grammar with the brainstorming method achieved significantly higher post-test scores than students taught with traditional methods — related