Benkhaled AmaniKawther lekbirMaria Dehimat2025-09-282025https://dspace.univ-bba.dz/handle/123456789/863In a globalized world, humor is emerging as a compelling pedagogical tool in language education, particularly in fostering intercultural communicative competence (ICC). This study explores the role of humor in enhancing learners’ intercultural competence among third-year EFL students at Mohamed El Bachir El Ibrahimi University, Bordj Bou Arreridj, Algeria. Despite possessing sufficient linguistic skills, these students exhibit significant gaps in ICC, struggling with culturally embedded content (e.g., sarcasm, idioms, humor) due to limited authentic exposure and oral-expression pedagogy that prioritizes linguistic accuracy over critical cultural reflection. Framed by Byram’s (1997) ICC model and the ABC Model of Attitudes, the research explores students’ attitudes, engagement, and teachers’ mechanisms and challenges in integrating humor into oral expression classes. A convergent mixed-methods design was employed, combining data from a questionnaire administered to 53 students, classroom observations with three third-year classes, and semi-structured interviews with six EFL teachers. Findings reveal students’ endorsement of humor’s role in improving cultural understanding, communication skills, and positive attitudes toward diversity. Humor reduced anxiety, stimulated curiosity about other cultures, and fostered cross-cultural friendships. However, challenges like idiomatic barriers, fear of offending, and classroom management issues were also noted. Both students and teachers emphasized using culturally relevant humor, such as role-plays and memes, to maintain engagement while respecting learners’ sociocultural contexts. This study contributes to ELT discussions, highlighting humor’s potential when applied with cultural sensitivity and pedagogical purpose . Keywords:Humor, intercultural communicative competence, EFL, attitudes, Byram’sICCmodel, Algerian universityThesis