Exploring ESL Learners’ Perceptions of Integrating Stand-Up Comedy Videos into Online Classes: A Grounded Theory

Contemporary L2 acquisition research increasingly emphasizes the affective, social, and pragmatic dimensions of technology-mediated learning, yet sustaining engagement and meaningful interaction remains challenging in online ESL classrooms. Humor delivered through authentic audiovisual materials has been proposed as one means of supporting these dimensions. This study therefore explored learners’ perceptions of integrating stand-up comedy videos into online classes and their pedagogical potential. Using a constructivist grounded theory approach, five intermediate-level classes in Montreal incorporated excerpts from comedian Sugar Sammy over seven weeks. The videos were selected for their authentic discourse, sociocultural content, and spontaneous audience interaction. Lessons included pre-viewing preparation, video viewing, and post-viewing discussions. Twelve ESL learners participated in 19 semi-structured interviews. Data were analyzed using the constant comparative method through initial, focused, and theoretical coding. Analysis generated a grounded conceptual model comprising three major categories: real-life language awareness, affective-motivational engagement and retention, and social cohesion. Learners perceived the videos as heightening awareness of pragmatic meaning, sociolinguistic variation, and authentic discourse while reducing anxiety, sustaining motivation, and supporting vocabulary retention. Shared laughter was perceived as fostering peer connection and classroom solidarity. The findings suggest that scaffolded humor-based materials can enhance engagement, interaction, and authentic language learning in online ESL classes.