Comedy as resource for learning culture in EFL

This study explores the potential of comedy as a pedagogical tool for teaching culture in the English as Foreign Language (EFL) classroom. Through a qualitative content analysis of sample materials from three popular comedic genres—situational comedy, sketch comedy, and stand-up comedy—this research demonstrates how comedy can engage learners with cultural norms, cultural stereotypes, popular culture, and socio-cultural critique, making cultural learning accessible and engaging in a foreign language context. Pedagogically, the findings suggest that integrating comedic content into EFL instruction can enhance students’ cross-cultural awareness by improving their understanding of the humour, shared perspectives, and behavioral norms within the target culture. Comedic material is shown to provide opportunities to learn both contextually appropriate and inappropriate behavior. Additionally, analysis of satire in sample materials shows the potential for enhancing creativity and critical thinking, as learners are required to analyze and interpret underlying messages, rhetorical mechanisms, and irony used to criticize institutions, ideas, and norms. The frequent use of stereotypes in comedy can furthermore serve as a pedagogical tool for developing learners’ ability to recognize and critically evaluate biases and misconceptions. The study emphasizes the need for careful selection of comedic material to ensure suitability and effective learning outcomes.