Investigating the effects of humorous video on students' anxiety, enjoyment, and engagement
Downloads
Studies on the use of humorous videos in educational settings especially on informatics engineering study program is still less explored. This study focuses on investigating the effects of humorous videos and students' perceptions of this intervention in the EFL classroom. Fifty participants are from the informatics engineering study program. This study used a one-group pretest-post-test design to collect quantitative data, with the same independent variable measured in a group of participants before and after treatment. This study found that, first, humorous video has no significant effect in statistics to increase enjoyment, engagement, and reduce anxiety in informatics study program students. Other findings found that, second, students have positive perception towards the use of humorous videos in English lesson. They share a lot of benefits of using humorous videos in English lesson such as in promoting enjoyable and relax learning environment, reducing anxiety, build confidence, influence new perspective on making errors, and so on.
Ainley, M., and Hidi, S. (2014). "Interest and enjoyment," in International Handbook of Emotions in Education, eds R. Pekrun and L. Linnenbrink Garcia (New York, NY: Routledge), 205–227.
Budi, Eko, Pranoto., Suprayogi. (2021). Insights from Students' Perspective of 9GAG Humorous Memes Used in EFL Classroom. 72-76. https://doi.org/ 10.2991/ASSEHR.K.210427.011
Dewaele, J. M., & Alfawzan, M. (2018). Does the effect of enjoyment outweigh that of anxiety in foreign language performance? Studies in Second Language Learning and Teaching, 8(1) 541-564. https://doi.org/10.14746/ssllt.2018.8.1.2
Dewaele, J.-M., & MacIntyre, P.D. (2014). The two faces of Janus? Anxiety and enjoyment in the foreign language classroom. Studies in Second Language Learning and Teaching, 4, 237–274. https://doi.org/10.14746/ssllt.2014.4.2.5
Dewaele, J. M., & MacIntyre, P. D. (2016). Foreign language enjoyment and foreign language classroom anxiety: The right and left feet of FL learning? In P. D. MacIntyre, T. Gregersen, & S. Mercer (Eds.), Positive psychology in SLA (pp. 215–236). https://doi.org/10.21832/9781783095360-010
Dong, L., Liu, M., & Yang, F. (2022). The Relationship Between Foreign Language Classwoom Anxiety, Enjoyment, and Expectancy-Value Motivation and Their Predictive Effects on Chinese High School Students'Self-Rated Foreign Language Proficiency. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.860603
ErdoÄŸdu, F., & í‡akıroÄŸlu, íœ. (2021). The educational power of humor on student engagement in online learning environments. Research and Practice in Technology Enhanced Learning, 16(9). https://doi.org/10.1186/s41039-021-00158-8
Fredrickson, B. L. (2003). The value of positive emotions: the emerging science of positive psychology is coming to understand why it's good to feel good. Am. Sci. 91, 330–335. https://doi.org/10.1511/2003.4.330
Guo, Y. (2021). Exploring the Dynamic Interplay Between Foreign Language Enjoyment and Learner Engagement with Regard to EFL Achievement and Absenteeism: A Sequential Mixed Methods Study. Frontiers in Psychology,12. https://doi.org/10.3389/fpsyg.2021.766058
Horwitz, E. (2001). Language anxiety and achievement. Annual Review of Applied Linguistics, 21, 112–126. https://doi. org/10.1017/S0267190501000071
Ibrahem, Bani, Abdo., Abdel-Hameed, Al-Awabdeh. (2017). Animated Videos Prove to be Beneficial in Teaching English Grammar as EFL: A Neurological Study of How Students Learn and Retain English Grammar. Creative Education, 08(9):1415-1423. https://doi.org/10.4236/CE.2017.89099
Jenaro, A., Díaz-Ducca. (2015). Working with Documentaries in the EFL Classroom: Successful Strategies for Decreasing Anxiety during Oral Tests. https://doi.org/ 10.15517/RLM.V0I23.22348
Lan, Y., & Saad, M. R. (2020). The Level of Well-Being in Chinese University EFL Students. International Journal of Education. Psychology and Counseling, 5 (36), 01-11. https://doi.org/10.35631/IJEPC.536001
Li, H. (2022). Classroom Enjoyment: Relations With EFL Students' Disengagement and Burnout. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2021.824443
Liu, M., & Hong, M. (2021). English Language Classroom Anxiety and Enjoyment in Chinese Young Learners. Sage Open. October-December 2021, 1-13. https://doi.org/10.1177/21582440211047550
MacIntyre, P. D. (1999). Language anxiety: A review of the research for language teachers. In D. J. Young (Ed.), Affect in foreign language and second language teaching: A practical guide to creating a low-anxiety classroom atmosphere (pp. 24-45). Boston: Mc Graw-Hill
Made, Satya, Raditya., Putu, Enik, Kristiani. (2022). The Use of PowToon As Media to Reduce Teacher's Anxiety in Teaching EFL Class. Acitya : Journal of Teaching and Education, 4(1):49-57. https://doi.org/10.30650/ajte.v4i1.2293
Malihe, Neissari., Hamid, Ashraf., Mohammad, Reza, Ghorbani. (2017). Humorous Videos and Idiom Achievement: Some Pedagogical Considerations for EFL Learners.. 5(3):109-127. https://doi.org/10.30466/IJLTR.2017.20307
Morrison, M. K. (2008). Using humor to maximize learning: The links between positive emotions and education. Maryland: Rowman & Littlefield Education.
Nemati, F., Roohani, A., &Mirzaei, A. (2020). Investigating Foreign Language Enjoyment and Public Speaking Class Anxiety in the EFL Class: A Mixed Methods Study. Journal of Teaching Language Skill, 39 (1), 115-152. https://doi.org/ 10.22099/jtls.2020.37330.2835
Noels, K. A., Vargas Lascano, D. I., and Saumure, K. (2018). The development of self-determination across the language course. Stud. Second Lang. Acqu. 41, 1–31. https://doi.org/10.1017/S0272263118000189
Oladrostam, E., Rezaee, A. A., & Nushi, M. (2022). Positive Psychology and SLA Revisited: Unearthing Positive Emotions in EFL Classrooms. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.922413
Pekrun, R. (2006). The control-value theory of achievement emotions: assumptions, corollaries, and implications for educational research and practice. Educ. Psychol. Rev. 18, 315–341. https://doi.org/10.1007/s10648-006-9029-9
Pekrun, R., Frenzel, A. C., and Goetz, T. (2007). "The control-value theory of achievement emotions: an integrative approach to emotions in education," in Emotion in Education, eds P. Schultz and R. Pekrun (Amsterdam: Academic Press), 13–36. https://doi.org/10.1016/B978-012372545-5/50003-4
Pekrun, R., and Perry, P. R. (2014). "Control-value theory of achievement emotions," in International Handbook of Emotions in Education. eds. R. Pekrun and L. Linnenbrink-Garcia (New York: Routledge), 120–141.
Privitera, G. J., & Delzell, L. A. (2019). Quasy-experimental and single-case experimental designs. Research Methods for Education. California: SAGE Publications
Reschly, A. L., & Christenson, S. L. (2012). Jingle, jangle, and conceptual haziness: Evolution and future directions of the engagement construct Handbook of research on student engagement (pp. 3-19): Springer. https://doi.org/10.1007/978-1-4614-2018-7_1
Ryan, R. M., and Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. Am. Psychol. 55, 68–78. https://doi.org/10.1037/0003-066X.55.1.68
Ryan, R. M., and Deci, E. L. (2017). Self-Determination Theory: Basic Psychological Needs in Motivation, Development, and Wellness. New York, NY: The Guilford Press.
Seligman, M.E., Steen, T. A., Park, N., and Peterson, C. (2005). Positive psychology progress: empirical validation of interventions. Am. Psychol. 60, 410–421. https://doi.org/10.1037/0003-066X.60.5.410
Seligman, M. E. P. (2011). Flourish: A Visionary New Understanding of Happiness and Well-being. New York, NY: Atria/Simon and Schuster.
Shirvan, M. E., & Talebzadeh, N. (2018). Foreign Language Anxiety and Enjoyment in an Imagined Community. Eurasian Journal of Applied Linguistics, 4(2), 109-133. https://doi.org/10.32601/ejal.464043
Sinatra, G. M., Heddy, B. C., and Lombardi, D. (2015). The challenges of defining and measuring student engagement in science. Educ Psychol. 50, 1–13. https://doi.org/10.1080/00461520.2014.1002924
Sotlikova, R., & Haerazi, H. (2023). Students' Perceptions towards the Use of Podcast in EFL Classroom: A Case Study at a University of Uzbekistan. JOLLT Journal of Languages and Language Teaching, 11(3). https://doi.org/10.33394/jollt.v%vi%i.8172
Ukhra, R., Usman, B., & Muslem, A. (2020). Using English Comedy Movies with Peer Support in Teaching Speakig. English Education Journal (EEJ), 11(3), 316-332.
Yin, X. (2021). The Interplay of EFL Students' Enjoyment, Hope, Pride and Self-Regulation. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.803476
Yu, W., Wu, H., & Zhao, W. (2022). A Qualitative Analysis of Control-value Appraisal, Positive Achievement Emotions, and EFL Performance in a Chinese Senior High School Context. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.986684
