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The present research attempted at finding out whether using humor techniques in the classroom is effective in developing EFL learner`s speaking ability, and second to investigate the effectiveness of these techniques in developing EFL learner`s willingness to communicate. For reaching the aims of this study, Iranian adult intermediate EFL learners were chosen based on intact group sampling. First, all the participants took The Oxford Placement test as a homogeneity test. Then, a speaking ability and willingness to communicate pre-test was administered to measure the participants’ initial level of speaking ability and willingness to communicate. After that, when the experimental group learnt the speaking ability using humor techniques, the control group just experienced their routine method of teaching. After conducting 8 sessions of the course treatment, a post-test with the same content as the pre-test was conducted one by one for all the participants in order to measure their achievement in English speaking ability. For data analysis, SPSS software was used to run independent samples t-test to make comparisons between the experimental and the control groups’ test scores. The results indicated that there is a significant difference in level of 95% certainty in terms of speaking ability and 99% certainty in terms of willingness to communicate between the learners’ scores in experimental group which incorporate techniques of humor in EFL classrooms and the learners of the control group.

Incorporating Humor to Develop EFL Learner's Speaking Ability and Willingness to Communicate