Developing a humoristic elements framework in English language teaching context (HumELT)

This research aims to investigate the elements of humour in English language teaching among lecturers in Malaysian higher education setting. A mixed method research design consists of both qualitative and quantitative data. Data were collected through survey, classroom observation, as well as semi-structured interview. Using a purposive sampling technique, a total of 108 English lecturers participated. Descriptive and inferential analyses revealed that among the core elements of humour in the classroom, style ranked as the most significant, followed by content and types. The Friedman test confirmed statistically significant differences between these elements (χ²(2) = 69.815, p < .001). The result also indicates that there are three elements of humour commonly used by lecturers which are types of humour (verbal, visual), content of humour (culture-based, universal-based, linguistic-based), and styles of humour (affiliative, aggressive). The findings show that these elements of humour are used to increase classroom interactions, shape classroom environment and established classroom management. Based on the findings a Humoristic Elements Framework (HumELT) were developed. The HumELT framework provides a guide for integrating humour into teaching practices, benefiting teacher training programs and improving student engagement and learning outcomes. The implication of the study encourages further research on humour's impact in different educational settings, offering a foundation for future studies.