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Examining Medical Students’ Views on the Use of Humour

Year 2025, Volume: 9 Issue: 1, 28 - 51, 29.06.2025

Vildan İnci Kavak

Abstract

Humour is always considered a vital component of a language classroom as its positive effects on learning are undeniable, such as catching and holding student interest, creating a relaxing and comfortable classroom atmosphere, constructing bonds among class members, and so on; in other words, it makes learning more enjoyable. Shatz and LoSchiavo (2006) state that learning is fun and should be. For that reason, humour should not be left out of the classroom and ignored as the side product of the lesson. Instead, it can help with content delivery and promote learning by making learning more effective with students’ increased interest and attention. Thus, a teacher incorporating humour into his/her practices can offer students a more entertaining and friendlier learning experience. Several studies have examined the extent of humour use in primary and secondary classrooms, but only a few studies explore humour use at the university level. To fill this gap, this paper examines university students’ opinions about the effect of humour use on language learning. Two hundred sixty-four medical students at a state university volunteered to participate in the study. The data for this study were collected through a questionnaire, and semi-structured follow-up interviews were also utilised to complement the data. The questionnaires were analysed through descriptive statistics, and the interviews were studied consecutively via content analysis. Results demonstrated that students see humour as a pedagogical asset to language learning by facilitating for raising interest, holding attention, increasing attention rates and building rapport among participants.

Keywords

humour student views medical students language classroom

References

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Year 2025, Volume: 9 Issue: 1, 28 - 51, 29.06.2025

Vildan İnci Kavak

Abstract

References

  • Al-Duleimi, A. D. D., & Aziz, R. N. (2016). Humour as EFL learning-teaching strategy. Journal of Education and Practice, 7(10), 105-115.
  • Alptekin, C. & Tatar, S. (2011). Research on foreign language teaching and learning in Turkey (2005–2009). Language Teaching, 44 (3), 328–353.
  • Askildson, L. (2005). Effects of humour in the language classroom: Humour as a pedagogical tool in theory and practice. Journal of Second Language Acquisition and Teaching, 12, 45-61.
  • Banas, J., A., Dunbar, N., Rodriguez, D. & Liu, S. J. (2011). A review of humour in educational settings: Four decades of research. Communication Education 60 (1), 115–144.
  • Baron, R. A. (1978). The influence of hostile and nonhostile humour upon physical aggression. Personality and Social Psychology Bulletin, 4(1), 77-80.
  • Bell, N. D. (2009). Learning about and through humour in the second language classroom. Language Teaching Research, 13(3), 241–258.
  • Berk, R. (1996). Student ratings often strategies for using humour in college teaching. Journal on Excellence in College Teaching, 7(3), 71-92.
  • Bilokçuoğlu, H., & Debreli, E. (2018). Use of humour in language classes: An effective ‘filter for affective filter’? Journal of Language and Linguistic Studies, 14(3), 347-359.
  • Brown, W, & J. Tomlin. (1996). Best and worst university teachers: The opinion of undergraduate students. College Student Journal, 30(1), 431-34.
  • Bryant, J., Comisky, P., & Zillmann, D. (1979). Teachers’ humour in the college classroom. Communication Education, 28, 110-118.
  • Bryant, J., & Zillman, D. (1988). Using humour to promote learning in the classroom. Journal of Children in Contemporary Study, 20, 49-78.
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  • Bushnell, C. (2009). ‘Lego my keego!’: An analysis of language play in a beginning Japanese as a foreign language classroom. Applied Linguistics, 30(1), 49-69.
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  • Cohen, L., Manion, L. & Morrison, K. (2011). Research methods in education (7th ed.). Routledge.
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  • Cornett, C. E. (1986). Learning through Laughter: Humour in the classroom. Phi Delta Kapp Educational Foundation.Crabtree, B. F., & Miller, W. F. (1992). A template approach to text analysis: Developing and using codebooks. In B. F. Crabtree & W. L. Miller (Eds.), Doing qualitative research (pp. 93–109). Sage.
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  • Creswell, J. W. (2008). Research design: qualitative, quantitative, and mixed methods approaches (3rd ed.). Sage.
  • Creswell, J.W. & Plano Clark, V.L. (2011). Designing and conducting mixed methods research. (2nd ed.). Sage.
  • Crump, C. (1996). Teacher immediacy: What students consider to be effective teacher behaviors. Texas. (ERIC Reproduction Document Service No. ED390099).
  • Csajbok-Twerefou, I. (2011). Humour in foreign language teaching. Practice and Theory in Systems of Education, 6(4), 327-336.
  • Davis, A. P., & Apter, M. J. (1980). Humour and its effect on learning in children. In P. McGhee & A. Chapman (Eds.), Children’s humour (pp. 237 – 253). Wiley.
  • Deiter, R. (2000). The use of humour as a teaching tool in the college classroom. NACTA Journal, 44(2), 20-28.
  • Derneire, M. (1995). Humour and foreign language teaching. Humour: International Journal of Humour Research,8(3), 285-298. http://dx.doi.org/10.1515/humr.1995.8.3.285
  • Devadoss, S., & Foltz, J. (1996). Factors influencing student class attendance and performance. International Advances in Economic Research, 2(2), 194-195.
  • Dodge, B. & Rossett, A. (1982). Heuristic for humour in instruction. NSPI Journal, 5, 11-14.
  • Downs, V. C., Javidi, M., & Nussbaum, J. F. (1988). An analysis of teachers’ verbal communication within the college classroom: Use of humour, self-disclosure, and narratives. Communication Education, 37(2),127-141. http://dx.doi.org/10.1080/03634528809378710
  • Duffy, D. K., & Jones, J. W. (1995). Creating magic in the classroom. In D. K. Duffy and J. W. Jones (Eds.) Teaching within the rhythms of the semester, (pp. 27-54) Jossey Bass Higher and Adult Education Series.
  • Dörnyei, Z. (2001). Motivational strategies in the language classroom. CUP.
  • Fisher, M. S. (1997). The effect of humour on learning in a planetarium. Science Education, 81(6), 703-713.
  • Frymier, A. B., Wanzer, M. B., & Wojtaszczyk, A. M. (2008). Assessing students’ perceptions of inappropriate and appropriate teacher humour. Communication Education, 57(2), 266-288.
  • Frymier, A. B., & Weser, B. (2001). The role of student predispositions on student expectations for instructor communication behavior. Communication Education, 50(4), 314-326.
  • Forman, R. (2011). Humourous language play in a Thai EFL classroom. Applied Linguistics, 32(5), 541-565. https://doi.org/10.1093/applin/amr022.
  • Garner, R. (2003). Which came first, the chicken or the egg? A foul metaphor for teaching. Radical Pedagogy, 5 (2), 205-212.
  • Geisler, C. (2018). Coding for language complexity: The interplay among methodological commitments, tools, and workflow in writing research. Written Communication, 35(2), 215-249.
  • Giles, H., & Oxford, G. S. (1970). Towards a multidimensional theory of laughter causation and its social implications. Bulletin of the British Psychological Society, 23, 97-105. http://search.proquest.com/docview/1310697480/.
  • Goatly, A. (2012). Meaning and humour. CUP.
  • Gonulal, T. (2018). Investigating the potential of humour in EFL classrooms. The European Journal of Humour Research, 6(1), 141-161.
  • Gorham, J., & Christophel, D. M. (1990). The relationship of teachers’ use of humour in classroom to immediacy and student learning. Laughing matters: Humour in the language classroom. Communication Education, 39, 354-36.
  • Hashem, M. B. (1994). Play and humour in the college classroom: Using play as a teaching technique in interpersonal communication classes. Paper presented at the Central States Communication Association, Oklahoma City, Oklahoma.
  • Hativa, N. (2001). Teaching for effective learning in higher education. Kluwer Academic Publishers.
  • Heidari-Shahreza, M. A. (2024). Humour integrated language learning (HILL): Defining, defending and developing an emerging field. The European Journal of Humour Research, 12(2), 176-196.
  • Hill, D. (1988). Humour in the classroom: A handbook for teachers. Springfield. Jeder, D. (2015). Implications of using humour in the classroom. Procedia-Social and Behavioral Sciences, 180, 828-833.
  • Jefferson, G. (2004). A note on laughter in ‘male-female’ interaction. Discourse Studies, 6(1), 117- 133. Kaplan, R. M., & Pascoe, G. C. (1977). Humourous lectures and humourous examples: Some effects upon comprehension and retention. Journal of Educational Psychology, 69(1), 61.
  • Kelly, N., & Kelly, B. (1982). Backgrounds, education and teaching styles of teaching award winning professors. ERIC, 23-80.
  • Kher, N., Molstad, S., and Donahue, R. (1999). Using humour in the college classroom to enhance teaching effectiveness in “dread courses”. College Student Journal, 33(3), 400-406.
  • Kirkgoz, Y. (2007). English language teaching in Turkey: Policy changes and their implementations, RELC Journal, 38(2), 216–228.
  • Kirkgoz, Y. (2009). ‘Globalization and English language policy in Turkey’. Educational Policy, 23 (5), 663–684.
  • Kocaoluk, F. & Kocaoluk, M. S. (2001). Primary Education Curriculum 1999-2000. Kocaoluk Publishers.
  • Korobkin, D. (1988). Humour in the classroom: Considerations and strategies. College Teaching, 36(4), 154-158.
  • Korolija, N., & Linell, P. (1996). Episodes: Coding and analyzing coherence in multiparty conversation. Linguistics, 34, 799-831. https://doi.org/10.1515/ling.1996.34.4.799.
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Primary Language English
Subjects Language Studies (Other)
Journal Section Articles
Authors

Vildan İnci Kavak 0000-0001-7249-9048

Publication Date June 29, 2025
Submission Date July 30, 2024
Acceptance Date April 5, 2025
Published in Issue Year 2025 Volume: 9 Issue: 1

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APA İnci Kavak, V. (2025). Examining Medical Students’ Views on the Use of Humour. Journal of Language Research, 9(1), 28-51.
AMA İnci Kavak V. Examining Medical Students’ Views on the Use of Humour. JLR. June 2025;9(1):28-51.
Chicago İnci Kavak, Vildan. “Examining Medical Students’ Views on the Use of Humour”. Journal of Language Research 9, no. 1 (June 2025): 28-51.
EndNote İnci Kavak V (June 1, 2025) Examining Medical Students’ Views on the Use of Humour. Journal of Language Research 9 1 28–51.
IEEE V. İnci Kavak, “Examining Medical Students’ Views on the Use of Humour”, JLR, vol. 9, no. 1, pp. 28–51, 2025.
ISNAD İnci Kavak, Vildan. “Examining Medical Students’ Views on the Use of Humour”. Journal of Language Research 9/1 (June 2025), 28-51.
JAMA İnci Kavak V. Examining Medical Students’ Views on the Use of Humour. JLR. 2025;9:28–51.
MLA İnci Kavak, Vildan. “Examining Medical Students’ Views on the Use of Humour”. Journal of Language Research, vol. 9, no. 1, 2025, pp. 28-51.
Vancouver İnci Kavak V. Examining Medical Students’ Views on the Use of Humour. JLR. 2025;9(1):28-51.
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