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The Application of Humorous Song in EFL Classrooms and Its Effects on Listening Comprehension

Author

Listed:
  • Marzieh Rafiee
  • Zohre Kassaian
  • Hossein Vahid Dastjerdi

Abstract

Language learners need to feel secure and to be free of stress so they can focus on language tasks (Ellis, 1994). A language teacher should use different tools to encourage students and make them involved in learning process. Humor and song are effective tools, as they develop creativity and make the class environment an appropriate setting for language learning. This paper examines the effects that humorous songs may have on listening comprehension and on immediate and delayed recall by a group of EFL learners. To achieve this aim, an experimental research study was conducted in Iranian English Institutes. A pre-post design was applied to explore whether humorous songs could enhance listening comprehension in EFL learners. The findings show that the experimental group outperformed the control group in a listening comprehension test, but humorous songs' effect does not make much difference between immediate and delayed recall test scores.

Suggested Citation

  • Marzieh Rafiee & Zohre Kassaian & Hossein Vahid Dastjerdi, 2010. "The Application of Humorous Song in EFL Classrooms and Its Effects on Listening Comprehension," English Language Teaching, Canadian Center of Science and Education, vol. 3(4), pages 100-100, December.
    • Handle: RePEc:ibn:eltjnl:v:3:y:2010:i:4:p:100
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    Cited by:

    1. Robert Stroud, 2013. "The Laughing EFL Classroom: Potential Benefits and Barriers," English Language Teaching, Canadian Center of Science and Education, vol. 6(10), pages 1-72, October.

    More about this item

    JEL classification:

    • R00 - Urban, Rural, Regional, Real Estate, and Transportation Economics - - General - - - General
    • Z0 - Other Special Topics - - General

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