Abstract
<jats:p>The integration of drama into university-level English language teaching has been widely recognised for its potential to enhance communicative competence, creativity, and learner engagement. However, drama-based pedagogy may also intensify performance-related anxiety, particularly among learners using English as a second language. This study examines how humour functions as an affective and pedagogical resource in Malaysian university English drama classrooms. The study aims to investigate how lecturers employ humour in drama-based English instruction, explore their perceptions of its benefits and limitations, and determine how humour influences classroom atmosphere and student participation. A mixed-methods design was adopted, involving classroom observations, semi-structured interviews with six English drama lecturers, and a questionnaire completed by fifty-seven English lecturers. The findings indicate that humour reduces performance-related anxiety, strengthens lecturer–student rapport, supports classroom management, and enhances student engagement in drama-based activities. However, excessive or poorly timed humour may undermine instructional focus. Drawing on Krashen’s Affective Filter Hypothesis, the study highlights the importance of strategically integrating humour into performance-oriented English language teaching to foster emotionally supportive learning environments in tertiary education.</jats:p>