Effectiveness of the “Learning English by Laughing” method in reducing stress in English learners
DOI:
https://doi.org/10.5281/zenodo.15253147Keywords:
English language teaching, academic stress, educational laughterAbstract
This study explores English language teaching at the “Jorge Chávez” Educational Institution, located in Comas, Peru, in the post-COVID-19 pandemic context. To this end, the Learning English by Laughing method was implemented, inspired by laughter therapy and laughter yoga, with the aim of reducing academic stress in high school students. The research adopted a quantitative, applicative approach and quasi-experimental design, involving two intact groups: the experimental group, made up of 25 third-year "B" students, and the control group, made up of 25 third-year "A" students. Data collection was conducted through a survey adapted from the SISCO Inventory, and analysis was carried out using SPSS and Excel. In the experimental group, the pretest results showed that 76 % of the students presented high levels of stress, 24 % a medium level, and none a low level. However, after applying the method, the post-test results indicated that 48 % of students reached a low level of stress, 28 % maintained a medium level, and 24 % continued to report a high level of stress. In conclusion, academic stress levels were significantly reduced, validating the effectiveness of the method as an alternative pedagogical strategy to promote emotional well-being and improve English language learning in vulnerable educational contexts. Thus, this approach not only contributes to reducing stress but also fosters a more conducive environment for meaningful learning.
Downloads
References
Abarca Vázquez, M. G., Rugerio Ramos, M., Barranco Cuevas, I. A., Ramírez Dueñas, L. K., & Cabrera Jimenez, M. (2024). Risa y aprendizaje: cómo el humor y la risa transforman el entorno educativo. Ciencia Latina Revista Científica Multidisciplinar, 8(6), 3575-3582. https://doi.org/10.37811/cl_rcm.v8i6.15110
Barraza, A. (2004). El estrés académico en los alumnos de postgrado. PsicologíaCientífica.com. https://psicologiacientifica.com/estres-academico-postgrado
Cárdenas B. (2012). Using popular English songs as a didactic strategy in TEFL and its influence in the communicative competence in the fourth-grade students at “Jorge Chavez” school in Comas, Peru, 2011 [Tesis de Maestría, Universidad Nacional de Educación Enrique Guzmán y Valle]. https://repositorio.une.edu.pe/bitstreams/6103eb47-3b7f-4ef2-8e9f-214fa623cd50/download
Fernández, R. (2025). Los idiomas más hablados en el mundo en 2024. Statista. https://es.statista.com/estadisticas/635631/los-idiomas-mas-hablados-en-el-mundo/#:~:text=El%20ingl%C3%A9s%20es%20en%202023,esta%20lengua%20como%20segundo%20idioma.
Gardner, R.C. & MacIntyre, P.D. (1992). A student’s contributions to second language acquisition. Part 1: Cognitive variables. Language Teaching, 25, 211-220. https://www.cambridge.org/core/journals/language-teaching/article/abs/students-contributions-to-second-language-learning-part-i-cognitive-variables/9BCA1B3F715C75F0664F5EA8DA2570C0
Gardner, R. C. (1985). Social psychology and second language learning: the role of attitudes and motivation. Edward Arnold. https://doi.org/10.1037/h0083787
George, D., & Mallery, P. (2003). SPSS for Windows step by step: A simple guide and reference. 11.0 update (4thed.). Allyn & Bacon. https://www.scirp.org/reference/ReferencesPapers?ReferenceID=1457632
Horwitz, E.K., Horwitz, M.B. & Cope, J. (1986). Foreign language classroom anxiety. Modern Language Journal, 70(2), 125-132 https://www.jstor.org/stable/327317
Kachru, B. (1986). The Alchemy of English: The spread, functions and models of non-native Englishes. Pergamon Press.
Krashen, S. (1985). The Input Hypothesis: Issues and Implications. Longman.
LeDoux, J. (1996). The Emotional Brain. Simon & Schuster.
MacIntyre, P.D., Noels, K.A. & Clément, R. (1997). Biases in self-ratings of second language proficiency: the role of language anxiety. Language Learning, 47(2), 265-287.
Ministerio de Educación. (2016). Curricular Nacional de la Educación Básica Regular. Ministerio de Educación. https://www.minedu.gob.pe/curriculo/pdf/curriculo-nacional-de-la-educacion-basica.pdf
Reid, J. (1999). Affect in the classroom: problems, politics and pragmatics. In J. Arnold (Ed.). Affect in Language Learning (pp. 297-306). Cambridge University Press.
Stern, H. H. (1983). Fundamental Concepts of Language Teaching, Oxford University Press.
Scovel, T. (1978). The effect of affect on foreign language learning: A review of the anxiety research. Language Learning, 28(1), 29-42
Skehan, P. (1989). Individual Differences in Second Language Learning. Edward Arnold.
Spolsky, B. (1989). Conditions for Second Language Learning. Oxford University Press.
Stevick, E. W. (1980). Teaching Languages: a Way and Ways. Newbury House.
Stevick, E. W. (1999). Affect in learning and memory: from alchemy to chemistry. In J. Arnold (Ed.). Affect in Language Learning (pp. 43-57). Cambridge University Press.
Vásquez-Villanueva, S., Vásquez-Campos, S., Briceño, L., Vásquez-Villanueva, C., & Vásquez-Villanueva, L. (2022). La risa: niveles y factores demográficos, en el contexto de la Covid-19. Revista de la Facultad de Medicina Humana, 22(1), 50-59. http://www.scielo.org.pe/scielo.php?pid=S2308-05312022000100050&script=sci_arttext&tlng=en
Villán Gaona, J., Gaona Ordoñez, C., & Carrero Gutiérrez, Z. (2018). Risoterapia: una terapia complementaria a la medicina occidental. Revista Med, 26(2), 36-43. http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S0121-52562018000200036&lng=en&tlng=es
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution 4.0 International License.
The journal is licensed under the Attribution License (CC BY), allowing the possibility of copying, distributing, displaying, and producing derivative works, as long as the author is acknowledged and cited.
