Résumé:
This study investigated the role of humor resources as a motivational tool in history education. The research involves 3rd-year Licence Students at the Department of Letters and English Language, University of 08 Mai 1945_Guelma. It hypothesized that a promising increase in EFL students' motivation may be found when utilizing humor during history sessions. In order to confirm or reject this hypothesis, an exploratory observation research design was employed, dividing the sample that consisted of 56 students into two groups: the control group received a traditional history lesson on the American Revolution, while the experimental group was exposed to various forms of humor, such as memes and caricatures, that convey the same lesson within the same duration of one hour and 30 minutes. In order to evaluate the impact of humor integration on students’ engagement, participation, and attitudes, a questionnaire administered to both groups. The findings confirm the hypothesis and demonstrate a significantly higher level of engagement and participation among students exposed to humour resources, in contrast to the control group, which exhibited lower levels of engagement. Furthermore, the questionnaire results indicated that the majority of students expressed agreement with the possibility of using humor as an effective educational method, highlighting its potential to enhance their motivation, engagement, and learning outcomes. The implications of these findings suggest the adoption of humor-based teaching strategies to enhance EFL learners' motivation in studying history, ultimately contributing to improve students’ educational outcomes.
