The multiplicity of needs and interactions among the diversity of people of the world make it imperative, especially for the Developing World, to learn other language(s). In order to make learning of English as foreign language a success, in a Pakistani scenario, ways and means are required to make it enjoyable, easy, and fast. This research is intended to explore the views and observations of students and teachers regarding the use of humour in language institutes so that informed decisions may be taken regarding the appropriate use of humour in the context of teaching English in Pakistani setting. Humour is one such strong factor, which can help us in learning it efficiently, without much conscious effort in an imperceptible manner. But the use of humour involves some risks. Sometimes because of inappropriate use, humour proves counter-effective and instead of facilitating the teaching-learning process hampers it. At times it becomes offensive or degenerates into careless fun and leads to a circus-like environment. In order to get an idea about the mode of using humour in terms of appropriacy in English language institutes of Pakistan, the researcher conducted a study of 45 students and 11 teachers of the English department of Kohat University of Science and Technology, Kohat, by using a questionnaire employing Likert-scale. Results obtained from the data help us identify the loopholes in its use; they alert us to its improper usage so that humour can be utilized to enhance the language teachinglearning process manifold, instead of disrupting it.
Keywords: Humor, English Language Teaching, Likert-scale