Work

Utilizing Humor for Triggering Language Learners' Critical Thinking Skills: A Narrative Inquiry Study

Year: 2024

Type: article

Abstract: This study explores the possibility that using humor in language learning could indirectly contribute to developing critical thinking skills by promoting a positive and engaging learning environment. This study utilized a narrative inquiry approach to investigate language learners' experiences in utilizing humor to trigger students' critical thinking skills. The participants in this study were the author himself, a lecturer and 60 students of Discourse Analysis classes at the English Language Education Study Program. The data was collected through semi-structured interviews with each participant. The transcripts were read multiple times to identify recurring themes and patterns related to the use and effects of humor on the students' Critical Thinking Skills (CTS). The results showed that linguistic jokes could promote reflection and encourage language learners to think about their language use by prompting them to consider how the joke was constructed and what linguistic elements were used. There are several challenges that language teachers may face when utilizing linguistic joking to trigger students' CTS.

Source: IDEAS Journal on English Language Teaching and Learning Linguistics and Literature

DOI: 10.24256/ideas.v12i2.3732

Author: Yusuf Al Arief

Institution: Lambung Mangkurat University

Language: English

Topic: EFL/ESL Teaching and Learning

Subfield: Language and Linguistics

Field: Arts and Humanities

Domain: Social Sciences

SDG: Quality education

Open Access status: gold

Estimated APC paid: $32