The Effect of Using Puns and Jokes for Improving Learner’s Comprehension and Vocabulary

Learning

Introduction

The use of humor, including puns and jokes, in education has garnered significant attention for its

potential benefits in language learning － comprehension and vocabulary learning. Developing vocabulary is

deemed less significant than learning grammar or other language skills, making it a misconception and

hindering overall language acquisition.

Puns, which involve wordplay based on multiple meanings or similar sounds, and jokes, which

amuse within classrooms through clever language use can be a powerful tool for engaging learners. By

incorporating humor into language instruction, especially in terms of comprehension and vocabulary

learning, educators can create both an enjoyable and memorable teaching-learning process.

Behind Vocabulary Learning and Comprehension

“Vocabulary” is an inventory of words used by a particular person or group or the words in a

particular language or field of knowledge. It is one of the essential elements of the system of language and

the basis for language development. In most cases, vocabulary is what impedes learners rather than grammar

in their process of reading, writing, speaking, listening and even exchanging information with a foreign

language.

Moreover, according to Folse (2004) in a study cited by Sharafi-Nejad, Raftari, Bijami, Khavari,

and Ismail (2014), it is a misconception that learning vocabulary is not as important as learning grammar or

other language skills. Vocabulary plays an extremely important role in learning the English language (Chen

& Chun, 2008; Shoebottom, 2007). The reason why was because the more words a learner knows, the more

they can understand what they are reading and hearing. Hence, they can easily say what they want through

speaking or writing (Shoebottom, 2007).

 Therefore, to achieve successful English language acquisition, an individual should have an

extensive amount of word knowledge. The English language is fundamentally composed of words. Hence,

they are the foundation of language. According to Ali, Mukundan, Baki, and Ayub (2012) and Mokhtar et al.

(2010), in a study cited by Zabidin (2015), suggest that limited vocabulary proficiency can significantly

impede learners' performance in speaking, listening, and writing, thereby hindering their language

acquisition.

On the other hand, comprehension is the act or action of grasping with the intellect. Hence, it

requires the mind to understand, and grasp the information, ideas, and concepts, and make sense of them in

our thoughts. Good comprehension enables learners to effectively communicate in everyday settings, may it

be academic, social, or professional.

Humor Incorporated in Classrooms

Humor has always been a powerful tool within classrooms to engage students; making the learning

process both memorable and enjoyable. Great scholars and teachers like Socrates and Quintilian used humor

within classrooms as they believed that laughter could help students gain a better comprehension and

information retention of their lessons. According to Merriam-Webster, humor is defined as “the mental

faculty of discovering, expressing, or appreciating something comical, amusing, or absurdly incongruous.”

For humor to be appreciated, people need to understand the intentions and meaning behind it, thus,

comprehension takes place.

Nancy D. Bell and Anne Pomerantz (2016) highlight the role of humor in language learning,

emphasizing that exposure to jokes and puns helps learners develop skills in identification, comprehension,

response, and production of language. Their research suggests that humor fosters engagement and

encourages students to interact with complex linguistic structures in a fun and memorable way.

Humor type: Puns and its Advantages in Teaching Vocabulary

 Jokes that involve wordplay, such as puns, require learners to analyze and reflect on language

structures and meanings, thereby building metalinguistic awareness. This heightened awareness contributes

to better reading comprehension and encourages higher-order thinking. As noted by Lems (2013), "Jokes

based on wordplay have additional benefits because they build metalinguistic awareness, or conscious

awareness of the forms of language, and this, in turn, helps in learning more language."

“Puns” are based on double meanings. It is a witty and entertaining way to make use of

vocabulary. It uses terms or phrases that have two meanings, or different words that sound alike but have

distinct meanings. According to Pollack (2011) in a study cited by Jasim (2019), puns are considered ‘the

lowest form of humor’, only acquiring less appreciation, but in reality, it needs a wide language knowledge

to understand it. They require a high level of language skill because puns rely on wordplay, rather than

visual humor: sight gags, funny facial expressions, or amusing visual setups.

A study by Samson and Gross (2012) explores how humor activates cognitive engagement, making

language processing more effective. They argue that jokes and puns require learners to analyze multiple

meanings, leading to better word recognition and application in different contexts.

In a classroom setting, teachers are looking for new ways and techniques in teaching their learners

where it is both fun and engaging. Teaching vocabulary can be enthusiastic with the use of puns. Teachers

need to consider that this form of humor utilizes expressions, collocations, and phrasal verbs. They should

be aware that for their learners to grasp the joke, they must recognize both meanings involved in a pun.

Consequently, this method can be an enjoyable method to enhance these aspects of their English.

Puns can serve as a valuable tool for teaching new vocabulary. By exposing students to words with multiple

meanings or similar sounds, puns encourage learners to explore the nuances of language. A study by Jasim

(2019) demonstrated that students who learned vocabulary through puns showed improved retention and

comprehension compared to those who learned through traditional methods. The study concluded that "puns

can teach students new vocabulary... Moreover, puns can also be used to check students' comprehension."
 References

Jasim, A. F. (2019). The Effectiveness of Using Puns on Students' Vocabulary Learning. International

Journal of Research in Social Sciences and Humanities, 9(3), 123-132. ([ijrssh.com]

Lems, K. (2013). Laughing All the Way: Teaching English Using Puns. English Teaching Forum, 51(1), 26-

33. ([files.eric.ed.gov]

Bell, N., & Pomerantz, A. (2015). Humor in the Classroom: A Guide for Language Teachers and

Educational Researchers (1st ed.). Routledge. https://doi.org/10.4324/9780203082690

Samson, Andrea & Gross, James. (2012). Humor as emotion regulation: The differential consequences of

negative versus positive humor. Cognition and Emotion. 26. 375-384. 10.1080/02699931.2011.585069.

Zabidin, N. B. (2015). The Use of Humourous Texts in Improving ESL Learners' Vocabulary

Comprehension and Retention. English Language Teaching, 8(9), 104-111.

Sharafi-Nejad, M., Raftari, S., Bijami, M., Khavari, Z., Ismail, S. A. M. M., & Eng, L. S. (2014). The

Impact of Vocabulary Enhancement Activities on Vocabulary Acquisition and Retention among Male and

Female EFL Learners in Iran. English Language Teaching, 7(4), 126-135.

Alqahtani, M. (2015). The importance of vocabulary in language learning and how to be

taught. International journal of teaching and education, 3(3), 21-34.

Online Resources

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Effects of Code-Switching in English Speaking Skills in Learners’ Speaking Skills
Introduction

A common Philippine classroom setting is composed of individuals who speak more of their native

language instead of utilizing the other official language － English. Whether it is in a formal or informal

setup, both teachers and learners use code-switching (CS) without regard to the current subject, even

English, which promotes less or more exposure to either of the languages used. This change in language

usage has a great impact on learners’ ability to use English, particularly in terms of competence in speaking

the language.

According to Dente, R. et. al., (2016), code-switching is favorably viewed as a teaching strategy

that English educators utilize. Additionally, students also use code-switching to continuously express their

ideas and thoughts. The method of communication has always been deemed and embraced unconsciously as

a way to bridge the gap of potential misunderstanding and facilitate language learning. It has gained

popularity within Philippine classrooms with the emergence of a new generation in the 21st century.

However, using code-switching as a strategy brought predicaments to learners due to insufficient

use and exposure to the target language － English. This led to a noticeable decline in the development of

their English-speaking skills.

What is Code-Switching?

Code-switching (CS) is a common phenomenon that has been tackled widely in language

classrooms. In the study by De Castro, Parajito, Realco, and Dacara as stated by Nordquist, R. (2019), it is

considered a socio-linguistic phenomenon where bilingual or multilingual individuals switch between two or

more languages or dialects in their speech or writing. According to Schendel and Wright (2011) in the study

of Svendsen, code-switching is the ability to “alternate between languages in an unchanged setting, often

within the same utterance.” In simple words, this method of communication means switching between two

or more languages in the same conversation or even within a single sentence. It is the same with using

different language as you talk in just one setting and situation.

Effects of Code-Switching to Speaking Skills in Classrooms

Code-switching can facilitate comprehension and provide a bridge between a learner's native

language and English. For instance, in a study by Wafa' Hazaymeh (2017), titled "Teachers' Perceptions of

Code-Switching Functions and Effects in English as a Foreign Language Classroom," it was found that

teachers perceive code-switching as a tool to explain complex vocabulary and grammar, thereby enhancing

students' understanding and participation.

While code-switching can be beneficial, its effectiveness depends on how it is implemented. Eda

Üstünel (2017), in "The Sequential Organization of Code-Switching in EFL Classrooms," discusses how

strategic code-switching can aid in language learning by providing context and clarification. However,

excessive reliance on code-switching may hinder the development of English proficiency. Therefore,

educators are encouraged to use code-switching wisely to support language acquisition without impeding the

use of English.

Despite its advantages, code-switching presents challenges. In "Classroom Discourse in Bilingual

Context: Effects of Code-Switching on Language Learning in Pakistani TEFL Classroom," Dr. Malik Ajmal

Gulzar (2014) examines how code-switching can sometimes lead to confusion among students, especially

when not properly managed. The study suggests that while code-switching can be a useful pedagogical tool,

it requires careful planning and awareness of its potential impact on language learning.

The integration of code-switching in English language classrooms can be a double-edged sword.

When used appropriately, it can enhance comprehension and facilitate language learning. However,

excessive or unstructured code-switching may impede the development of English-speaking skills.

Educators should be mindful of the context and purpose of code-switching, ensuring it serves as a supportive

tool rather than a crutch in language instruction.

References
Gulzar, M. A. (2014). Classroom discourse in bilingual context: Effects of code-switching on language

learning in Pakistani TEFL classroom. National University of Modern Languages.

Hazaymeh, W. (2017). Teachers' perceptions of code-switching functions and effects in English as a foreign

language classroom. European Journal of Educational Research, 6(3), 227-235.

De Castro, N. P., Parajito, G., Realco, J. M., & Dacara, J. R. (2021). The Effects of Code-switching to the

Communicative Competence of 21st Century Learners: A Case Study. UNIVERSITAS - The Official

Journal of University of Makati, 9(1).

Üstünel, E. (2017). The sequential organization of code-switching in EFL classrooms. International Journal

of English Language Teaching, 5(3), 27-40.

Dente, R., Tibayan, E., Tan, D., Manalaysay, L., Garcia, M., Cartel, J., & Atienza, J. (2016). Code-switching

and its implications for ESL learning. Cavite, Philippines: International Journal of Social Science and

Humanities Research Journal.

Online Resources

https://www.diva-portal.org/smash/get/diva2:1490117/FULLTEXT01.pdf

https://journals.umak.edu.ph/universitas/article/view/10/8

https://www.diva-portal.org/smash/get/diva2:1490117/FULLTEXT01.pdf

Analyzing the Effects of AI Chat Bots in the Development of English Speaking Skills and
Comprehension
 The use of AI chatbots in English language learning has become a hot topic in recent studies.

Researchers have looked into how these tools can improve speaking skills and comprehension for learners.

For instance, a study by Nguyen et al. (2024) focused on the effects of an AI voice chatbot on Vietnamese

undergraduate students' English speaking abilities. Over eight weeks, 30 participants practiced speaking

with the chatbot twice a week. The results showed a notable enhancement in their speaking skills, with

students noting better use of hedging words, grammar structures, and vocabulary.

Similarly, a systematic review by Peña-Acuña and Durão (2024) underscored the importance of AI

in personalized language learning. This study pointed out that AI tools, such as chatbots and pronunciation

apps, provide customized content that adjusts to each learner's progress, thus improving the overall learning

experience.

Moreover, research by Soleimani et al. (2022) explored how AI-driven chatbots affect English

language learners' speaking proficiency. The results indicated that learners who interacted with AI chatbots

showed significant gains in fluency and confidence, crediting these improvements to the immediate

feedback and personalized practice offered by the chatbots.

Additionally, Junaidi (2020) investigated the role of AI in enhancing speaking skills for English as

a Foreign Language (EFL) learners. The findings suggested that AI-powered tools, including chatbots,

effectively facilitate language practice by providing interactive and engaging platforms for learners, which

leads to improved language proficiency.

A meta-synthesis by Park and Kim (2024) looked into the application of AI chatbots in English

language learning. This research identified trends in voice-based chatbot usage and offered pedagogical

insights that align with current advancements, indicating that these tools can significantly aid in language

acquisition.

In addition to enhancing speaking skills, AI chatbots have been shown to support vocabulary

acquisition. Studies reveal that chatbots powered by large language models significantly help students
develop both receptive and productive vocabulary knowledge, aiding in long-term retention and incidental

learning.

However, it's crucial to recognize that while AI chatbots provide valuable practice opportunities,

they may not possess a true understanding of language. Critics point out that these models often mimic

language patterns without genuine comprehension, which can hinder their effectiveness in certain situations.

In conclusion, existing literature indicates that AI chatbots can serve as effective tools for

improving English speaking skills and comprehension. They offer personalized, scalable, and accessible

practice opportunities, although their limitations in grasping context and meaning should be taken into

account when using them.

References

Nguyen, T. T. H., Pham, T. T. H., & Pham, T. T. T. (2024). The Effects of an Artificial Intelligence Voice

Chatbot on Improving Vietnamese Undergraduate Students' English Speaking Skills. International Journal

of Emerging Technologies in Learning (iJET), 19(1), 123-137.

Peña-Acuña, B., & Durão, R. C. F. (2024). Learning English as a Second Language with Artificial

Intelligence for Prospective Teachers: A Systematic Review. Frontiers in Education, 9, 1490067.

Park, H., & Kim, D. (2024). The Use of Artificially Intelligent Chatbots in English Language Learning: A

Systematic Meta-Synthesis Study of Articles Published Between 2010 and 2024. ReCALL, 36(1), 1-19.

Zhai, C., & Zhang, Y. (2024). The Impact of Chatbots Based on Large Language Models on Second

Language Vocabulary Acquisition. Frontiers in Psychology, 15, 1085060.

Bender, E. M. (2024). Chatbots are like parrots, they repeat without understanding. Le Monde.
Soleimani, H., Mustaffa, R., & Jafarpour, A. A. (2022). AI-Driven Chatbots in Enhancing Speaking

Proficiency among English Language Learners. Journal of Educational Technology & Society, 25(4), 45-58.

Junaidi, D. (2020). The Role of Artificial Intelligence in Developing Speaking Skills for EFL Learners.

International Journal of Learning and Teaching, 12(2), 89-95.

Reasons why we chose each gap:

1. We chose “The Effect of Using Puns and Jokes for Improving Learner’s Comprehension and Vocabulary

Learning” as one of research gaps because we want to discover more ways for learners in the field of

education to widen their vocabulary for effective acquisition of the English language. We also want to

discover if the use of puns and jokes within the class will really help with the vocabulary development of

learners to foster efficient English speaking skills.

2. We chose “Effects of Code-Switching in English Speaking Skills in Learners’ Speaking Skills” as one of

the our research gaps as the problem of code-switching is prevalent within classrooms especially when it

comes to subjects that requires the use of English language. We want to discover how code-switching

actually affect the learners’ speaking skills in a long term if code-switching is to further utillize isnide the

classroom.

3. We chose “Analyzing the Effects of AI Chat Bots in the Development of English Speaking Skills and

Comprehension” as one of our research gaps as today’s society, technology is prevalent. And since using of

AIs are also being practiced by students these days, we want to discover if conversing with these features of

technology can help with the learners’ speaking skills and comprehension. The existence of chatbots run by

AIs are on the rise, where you can chat and speak with actual AIs that respond to you like an actual person.

We want to discover students who use these features of technology can actually develop their speaking skills

and comprehension.