the L2 speaking classroom is very interesting. L2 speaking teachers are often encouraged to find effective teaching strategies for making speaking environment more successful and enjoyable (Riyadi & Purwati, 2017). Therefore, humor can be a powerful stimulus to motivate L2 learners to engage in L2 speaking tasks (Salehi & Hesabi, 2014). According to some studies, humor has a positive impact on classroom engagement and can strengthen the relationship between teachers and L2 learners, improve problem-solving, and make classwork more personal, enjoyable, and comfortable (Wandersee, J. 1982; Rareshide, S. 1993; Millard, E. 1999). Also, Farahani and Abdollahi (2018) found that utilizing humor as a technique in L2 speaking class has cognitive benefits for L2 students’ learning development. The authors reported that the difference between the scores in the experimental group and the scores in the control group was significant in speaking ability and willingness to communicate. Furthermore, Schmitz (2002) illustrates that L2 students who have the opportunity to learn language through humorous material will be better speakers and they progress in L2 learning more than learners who do not have that opportunity. The author also states that utilizing humorous material in the L2 classroom enables L2 learners to tell jokes and participate in different conversational exchanges. Finally, Syafiq and Saleh (2012) conclude that humor can successfully improve EFL learners’ speaking skills because learners feel that utilizing humor in speaking class contributes to creating a positive atmosphere and better achievement in L2 speaking competence. The authors investigate the effect of using humor as teaching material in the EFL speaking classroom. The focus of their treatment was on using some verbal humor. Their findings suggest that using humor as teaching material in EFL speaking class has a significant influence on the learners’ speaking ability more than normal conventional material. Motivation and Context Motivation and its constructs are context dependent and therefore, any language learning context has its own unique motivational model. Notable researchers Kata Csizér Zoltán Dörnyei Judit Kormos Sarah Mercer See also Language exchange Language learning References Second-language acquisition Motivation