REVISTA KRONOS
INSTITUTO ACADÉMICO DE IDIOMAS REVISTA KRONOS
UNIVERSIDAD CENTRAL DEL ECUADOR 6(2), AGOSTO 2025 - ENERO 2026, PP. 24-37
pISSN 12631-2840
eISSN 2631-2859
kronos.idiomas@uce.edu.ec
DOI: https://doi.org/10.29166/kronos.v6i2.7788
CC BY-NC 4.0 —Licencia Creative Commons Reconocimiento-NoComercial 4.0 Internacional
© 2026 Universidad Central del Ecuador
María Karina Arcentales Abad | Universidad Nacional de Educación-Ecuador
Valeria Alexandra Chumbi Landy | Universidad Nacional de Educación-Ecuador
abstract This study examines the use of sitcoms as instructional tools in English as a Foreign Language (EFL) contexts
and their impact on language skills development. Due to their cultural, linguistic, and contextual value, sitcoms provide
learners with exposure to authentic and everyday English. The methodology involved a systematic analysis of selected
studies using predefined criteria to ensure rigor and relevance. Findings indicate that most research has focused on
intermediate and advanced learners, primarily in Asia and Latin America, with high schools and universities serving
as the most common educational settings. Although sitcoms are recognized as motivating and culturally rich tools for
language acquisition, their implementation in English institutes and informal learning environments remains limited,
possibly due to insufficient teacher training and curricular restrictions. From a methodological perspective, approaches
such as Communicative Language Teaching (CLT), Conversation Analysis (CA), and Intercultural Competence align
closely with sitcom-based learning because they emphasize authentic communication, real-life language use, and social
interaction. Sitcoms expose learners to everyday situations, idiomatic expressions, and natural conversational patterns,
reinforcing these pedagogical approaches while offering accessible opportunities for language practice. In addition, ac-
tivities such as role-plays, guided discussions, and contextual analysis based on sitcom episodes contribute to the devel-
opment of communicative and intercultural competencies. The reviewed studies also report improvements in speaking
skills, vocabulary acquisition, cultural awareness, and critical thinking. Overall, the findings suggest that sitcoms are
dynamic and engaging teaching resources that effectively support language learning and communicative competence in
real-world contexts..
keywords Sitcoms, EFL instruction, language skills development, cultural awareness, Communicative Language Teaching.
fecha de recepción 25/01/2025 fecha de aprobación 17/11/2025
Las comedias de situación como herramienta para el aprendizaje del inglés
como lengua extranjera: una revisión sistemática de la mejora de las habilidades lingüísticas
resumen Este estudio analiza el uso de sitcoms como herramientas pedagógicas en contextos de inglés como Lengua
Extranjera (EFL) y su impacto en el desarrollo de habilidades lingüísticas. Debido a su valor cultural, lingüístico
y contextual, las sitcoms representan recursos útiles para exponer a los estudiantes al inglés auténtico y cotidiano.
La metodología consistió en un análisis sistemático de estudios seleccionados bajo criterios previamente definidos
para garantizar rigurosidad y relevancia. Los resultados muestran que la mayoría de las investigaciones se enfocan
en estudiantes de nivel intermedio y avanzado, principalmente en Asia y América Latina, siendo las escuelas secun-
darias y universidades los contextos más frecuentes. Aunque las sitcoms se destacan como herramientas dinámicas y
culturalmente enriquecedoras para el aprendizaje del idioma, su implementación en institutos de inglés y contextos
no formales sigue siendo limitada, posiblemente debido a restricciones curriculares y falta de capacitación docente
especializada. Desde una perspectiva metodológica, enfoques como la Enseñanza Comunicativa de Lenguas (CLT),
el Análisis de la Conversación (CA) y la Competencia Intercultural se alinean con el uso de sitcoms al priorizar la
comunicación auténtica y la interacción social. Actividades como juegos de roles, debates guiados y análisis contextual
favorecen el desarrollo de la expresión oral, la adquisición de vocabulario, la conciencia cultural y el pensamiento crí-
tico. En conclusión, las investigaciones revisadas evidencian que las sitcoms constituyen un recurso didáctico efectivo
y motivador para fortalecer las habilidades lingüísticas y comunicativas en contextos reales de aprendizaje del inglés.
palabras clave Sitcoms, EFL, desarrollo de habilidades, conciencia cultural, enseñanza comunicativa.
Sitcoms as a Tool for EFL Learning:
A Systematic Review of Language Skills Improvement
Arcentales M. & Chumbi V.
25REVISTA KRONOS 6(2), agosto 2025 - enero 2026 | pISSN 12631-2840 | eISSN 2631-2859
INTRODUCTION
In the last decade, English language competency encompassing the four essential skills of
listening, speaking, reading, and writing has become more important than ever for suc-
ceeding in today’s global society’s personal, academic, and professional areas. Achieving a
high degree of communicative competence, defined as the capacity to use language effec-
tively, appropriately, and fluently across many contexts, is crucial for English as a Foreign
Language (efl) learners. This allows students to articulate their thoughts effectively and
engage meaningfully and confidently in both academic and real-world contexts.
Traditional activities typically involve drills, role-plays, fill-in-the-blanks, and con-
versation practice. However, these methods do not always captivate students or accurately
represent the dynamic nature of real-world communication. Moreover, they frequently lack
authentic context, which restricts students’ opportunities to employ language in situations
that resemble ordinary life. In these situations, spontaneous reactions, cultural nuances,
and diverse input are essential for achieving genuine communicative competence.
Recent studies suggest that incorporating media into language acquisition can offer
significant benefits. For instance, Othman and Hasni (2022) in their study about the use
of corporate storytelling video as an English language competency course states that these
types of videos such as sitcoms, can offer learners the opportunity to work with activities
that assist them to use their creativity at the moment of presenting ideas or expressing
opinions. Moreover, it was concluded that these videos catch students´ attention and the
most interesting part is that they enjoy this way of learning the language. Additionally,
Barrientos et al. conclude, «the use of appropriate short films in class can allow students
to learn language successfully and communicate with their classmates with real meaning»
(Barrientos et al., 2017, p. 77). Therefore, this article aims to analyze various research
on the impact of exposing students to sitcoms on their second language competences. By
examining various research studies, this analysis seeks to determine the impact of sitcom
videos on efl learners through a systematic review of skills development, and sitcom-based
activities that can be integrated in class.
METHODOLOGY
This study employed an slr (systematic literature review) approach to analyze the impact
of sitcom videos on efl learners. Through a thematic analysis of 21 articles selected. The
methodology aims to provide a comprehensive understanding of how integrating multi-
media resources like sitcoms can address students’ learning needs and complement the ex-
isting classroom teaching practices.
The systematic review conducted as part of the methodology followed the «Seven-Step
Protocol» suggested by Petticrew and Roberts (2006), which ensures that the review of
the selected articles, focusing on the use of sitcoms as tools for English language learn-
ing, is comprehensive, transparent, and reproducible. Moreover, this protocol provides a
structured framework for conducting systematic reviews, emphasizing the importance of
defining clear objectives, selecting high-quality evidence, and synthesizing findings effec-
tively. Here’s a breakdown of the seven steps followed:
Sitcoms as a Tool for EFL Learning: A Systematic Review of Language Skills Improvement
26 REVISTA KRONOS 6(2), agosto 2025 - enero 2026 | pISSN 12631-2840 | eISSN 2631-2859
RESEARCH DESIGN
1. Define the Review Question:
The first step involved formulating a clear and focused research question to guide the analy-
sis. Therefore, three research questions were posed for this slr. The questions were designed
to find out how sitcoms are used in efl classes, what skills they help develop, and what re-
search ideas exist for efl studies looking at the impact of using sitcoms in efl education.
1. What are the sampling features in efl studies that incorporate sitcoms in efl contexts?
2. How are efl teachers incorporating sitcoms as instructional tools in diverse efl con-
texts?
3. What specific language skills and competencies are enhanced through sitcom-based
activities in efl instruction?
4. What are the recommendations for future research on the integration of sitcoms in
efl education?
2. Develop a Review Protocol: Define Inclusion and Exclusion Criteria
Specific criteria were established to determine which studies, articles, or resources would
be included in the analysis. This timeframe between 2013 and 2024 was chosen for the
article search. This period was selected because sitcoms have gained significant populari-
ty among young people, particularly on social media. Specific scenes, lines, and moments
from various sitcoms have gone viral, becoming key cultural touchpoints for the modern
generation (Krsteva, 2024).
Following this protocol helps ensure that the systematic literature review is rigorous
and provides a comprehensive summary of the existing evidence on the topic.
The following criteria was considered for the analysis:
• Articles were selected while considering the gap years identified in the research scope
Focus on skills development in any area of the efl learning and acquisition process
• Use of sitcom videos as part of the teaching methodology.
• Studies that provided qualitative tools such as interviews, reflections and observations.
• Studies that provided quantitative analysis included pre-posttest.
• Published in English
3. Conduct a Comprehensive Literature Search:
In this step, articles are chosen according to the established criteria. Table 1 lists studies
conducted in efl contexts that emphasize the use of sitcoms in the classroom. The initial
search yielded articles from 2013 to 2024. After removing duplicates and screening titles
and abstracts based on the inclusion criteria, 35 articles were selected for full-text analy-
sis. After a thorough review, 21 studies were included in the final synthesis.
Arcentales M. & Chumbi V.
27REVISTA KRONOS 6(2), agosto 2025 - enero 2026 | pISSN 12631-2840 | eISSN 2631-2859
Table 1. Inclusion Criteria of Article Selection
Description Include Reasons for selection
Year of publication 2013-2024 Provides up-to-date insights into the impact of
sitcoms on speaking skills, vocabulary acquisition,
and cultural awareness development
Nature of publication Peer-reviewed
Indexed
and primary articles
Ensures credibility
Target Language English Focuses on improving English-speaking skills
Context of the Study EFL
Synthesize and Analyze Data
For the data analysis, the inclusion and exclusion criteria were applied, and Table 2 was
created to list the selected articles along with the journals in which they were published.
A thematic analysis was conducted to address the research questions, aligning with Step 5
of the Systematic Literature Review (slr) process.
Table 2. List of journals and articles included
Journal Articles included
The Anthropologist Ulusoy & Demirbilek (2013)
Teaching English with Technology Saeedi & Biri (2016)
International Journal of Language Studies (ijls) Waedaoh & Sinwongsuwat
(2019)
Investigación en el Aula Piñeres, Ramírez, & Castellanos
(2023)
elt Research Journal Özgen & Gündüz (2020)
elt Research Journal
International Journal of Recent Technology and Engineering (ijrte) Vijayakumar, Baisel, Subha &
Kanagarajan (2020)
elia Raigón & Larrea (2019)
Journal of Applied Linguistics and Language Research Alerwi & Alzahrani (2020)
Memòria del Treball de Fi de Màster Cañellas (2019)
International Journal of Applied Linguistics & English Literature Mudawe (2020)
The Warwick Research Archive Portal (wrap) Avalos & Castro (2015)
Advances in Language and Literary Studies Valizadeh (2022)
Píxel-BIT Revista de Medios y Educación Larrea & Raigón (2019)
Masaryk University Diploma Thesis Hložková (2013)
Scientific Quarterly Journal of Language Horizons, Alzahra Univer-
sity
Mohammadian, Ramezanzadeh &
Moradian (2024)
Tesis de maestría, Universidad de Cuenca, Facultad de Filosofía,
Letras y Ciencias de la Educación, Departamento de Investigación y
Posgrados
Espinoza (2014)
Doctoral dissertation, Indiana University of Pennsylvania Beasley (2019)
Frontiers in Psychology Lasekan (2021)
Universidad de Valladolid Repositorio Documental das Neves Monsalvo (2021)
Faculty of Arts and Design University of Canberra, Australia Nguyen (2014)
Sitcoms as a Tool for EFL Learning: A Systematic Review of Language Skills Improvement
28 REVISTA KRONOS 6(2), agosto 2025 - enero 2026 | pISSN 12631-2840 | eISSN 2631-2859
RESULTS ANALYSIS AND DISCUSSION
This research accompanies the results of the slr with a discussion of each research ques-
tion. This section follows the fifth and sixth steps of the «Seven Steps Protocol» proposed
by Petticrew and Roberts (2006), in which research findings, methodologies, and partic-
ipant demographics were extracted from the selected studies. Thus, this data extraction
was organized into categories to facilitate thematic analysis.
Research question 1: What are the sampling features in efl studies that incorporate sit-
coms in efl contexts?
This research focuses on the sampling characteristics of studies that use sitcoms in an En-
glish as a Foreign Language (efl) context, as observed in Table 1. We analyze three fac-
tors: school context, English proficiency, and region. These elements reveal the variable
and the different research areas that used sitcoms as a language-learning method.
The variable region involves four groups: Africa, Asia, Europe, and Latin America.
The most significant finding is the lack of research in Africa, which is mainly deduced by
the fact of how widely the English language is used worldwide and how sitcoms may be
useful in improving EFL instruction. However, most of the research (28.5%) is from Asia,
showing that this is the region with a strong interest in sitcoms as a language learning tool.
This presence of studies may be explained by the fact that Asian nations frequently place a
high value on learning English as a means of communication. For example, Waedaoh and
Sinwongsuwat (2019) carried out a quasi-experimental case study with 42 high school
students from 17 to 18 years old at Pattani province, Southern Thailand to find out if
CA-informed sitcom lessons can improve Thai students’ conversation ability. With 23.8%,
Latin America comes in second place, which provides us with an idea of how important
English is becoming in different educational systems in recent years. Countries like Co-
lombia, Costa Rica, Ecuador, and Chile are the ones with the most studies in this topic.
Europe has the lowest percentage (9.5%), indicating a lower prevalence of sitcom-based
research in efl contexts compared to other regions.
Table 3. Sampling features
Variable Indicator n %
Region Africa
Asia
Europe
Latin America
0
6
2
5
0%
28.5%
9.5%
23.8%
English Proficiency Advanced
Intermediate
Elementary
Mixed
Not reported
8
7
2
0
5
38.0%
33.3%
9.5%
0%
23.8%
Educational Setting
University
High School
Elementary/Middle School
English Institute
5
5
5
1
23.8%
23.8%
23.8%
4.7%
According to this regional breakdown, comedy integration in the efl curriculum is being
investigated more extensively in Asia and Latin America. As Akbari (2020) states, efl les-
sons and foreign language instruction benefit greatly from the use of humor. Since humor
is an essential part of human existence, language instructors frequently use it to promote
Arcentales M. & Chumbi V.
29REVISTA KRONOS 6(2), agosto 2025 - enero 2026 | pISSN 12631-2840 | eISSN 2631-2859
social and psychological benefits. Therefore, future research could examine the popularity of
sitcoms in these areas and determine if cultural or educational factors influence this trend.
The second variable, which is the participants’ levels of English proficiency, is divided
into five groups: advanced, intermediate, elementary, mixed, and not reported. Most research
focuses on students at the intermediate (33.3%) and advanced (38%) performance levels.
Therefore, sitcoms seem to be more appealing to students at the elementary level due
to the informal language, comedy, and cultural references they present. The absence of
mixed proficiency groups in the data is evident, indicating that most studies do not include
students with various degrees of proficiency.
Additionally, with only 9.5%, this table shows that at the elementary level, sitcoms
may be less popular. It might be due to the language complexity and the context sitcoms
use. Sitcoms could be too complicated for learners at lower levels, impeding understand-
ing and enjoyment. Finally, there is a gap in the reporting of this crucial characteristic,
as evidenced by the large percentage of studies (23.8%) that did not report any level
of proficiency.
Regarding the educational settings where studies were conducted, amazingly, all of
them were equally represented in this distribution, which is nicely balanced at 23.8%. This
suggests that a wide range of educational levels utilize sitcoms. High schools and univer-
sities might concentrate on more proficient efl students who can interact with sitcoms to
learn the language more deeply and in context, while elementary or intermediate learners
might be using simplified, shorter, or less complex versions of the comedies for analyzing
cultural aspects.
Research question 2: How are efl teachers incorporating sitcoms as instructional tools in
diverse efl contexts?
This research question aimed to analyze how efl teachers are incorporating sitcoms into
their teaching approaches. Therefore, the categories classified are teaching approaches and
the corresponding sitcoms and types of activities teachers use to develop different skills in
the English language learning process, as illustrated in table 4.
Table 4. Sitcoms and Teaching approaches
Teaching Approaches Sitcoms Type of activities
Communicative Language
Teaching
The Monk
Looney Tunes
Wanda Vision
Speaking/interactive activities
Non-specified
Conversation Analysis (CA) Friends Role plays
Contextualized Learning and
Authentic Language use
The Big Bang Theory
Friends
Everybody Hates Chris
Seinfeld
Two and a Half Men.
The Benadryl Brownie
Rick and Morty
Sherlock
Aircrash Investigation
The Originals
Suits
Game of Thrones
Narcos
The Flash
Supernatural
Death Note
How I Met Your Mother
Interactive speaking activities
Worksheets
Guessing vocabulary activities
Transcription focus
Summarize episodes
Sitcoms as a Tool for EFL Learning: A Systematic Review of Language Skills Improvement
30 REVISTA KRONOS 6(2), agosto 2025 - enero 2026 | pISSN 12631-2840 | eISSN 2631-2859
Teaching Approaches Sitcoms Type of activities
Intercultural competence The Office
Friends
The simsomps
Modern Family
Master of None
Seinfeld,
Big Bang Theory
30 Rock
Cultural Analysis exercises
Pre, while and post watching
activities
Pre-viewing activities
As warm-ups
Debates
The Communicative Language Teaching (clt) approach emphasizes the importance of
using authentic communication and interaction to teach language. Ulusoy and Demirbilek
(2013) state that the use of authentic tv programs plays a significant role in the language
production of foreign language learners. The sitcoms chosen under this approach—The
Monk, Looney Tunes, and WandaVision—are known for their rich use of humor and dia-
logue used in everyday conversation. The use of speaking/interactive activities aligns with
CLT’s emphasis on real-world communication. The most common activities include role-
plays, pair work, and small group discussions allow students to practice speaking in sit-
uations depicted in the sitcoms. Additionally, these sitcoms provide a variety of informal
and humorous dialogues that can engage students in interactive language practice, moti-
vating students to practice the language authentically.
The use of non-specified activities refers to the type of activities that teachers may
be employing in the classes, which are not detailed but still focus on the communicative
approach. of
Conversation Analysis (ca) is a method that focuses on the detailed study of how con-
versations occur in natural settings, paying attention to the structure of speech, turn-taking,
and the dynamics of interaction. Hutchby (2019) mentions that a unique characteristic
of ca methodology is that it uses video- or audio-recording technology to collect data on
naturally occurring interactions as they occur in real time. For example, Friends is a sit-
com that provides rich material for analyzing the flow of conversation, the use of pauses,
and other conversational features. Furthermore, with role plays, students can mimic the
conversational patterns observed in Friends, practicing turn-taking, intonation, and timing
in their conversations, among others. By imitating the interactions in the sitcom, students
can enhance their conversational skills in a context that echoes real-life communication.
The approach of contextualized learning and authentic language use focuses on ex-
posing learners to real-world language in context. Sitcoms, as authentic materials, provide
language that is not only real but also embedded within specific social, cultural, and situa-
tional contexts. For instance, a participant from the study Using Sitcoms to Improve Pragmatic
Competence in elt Students mentioned, «I could see what they do, how they speak, and how
they behave» (Piñeres, 2015, p. 22). Sitcoms like The Big Bang Theory, Seinfeld, Game
of Thrones, Narcos, and others show various social settings, character types, and speech
registers in authentic conversations.
The Intercultural Competence approach aims to develop skills to identify and learn
about different cultural norms and communicate effectively across cultures. Illie (2019)
mentions that to acquire knowledge but also to develop intercultural competence, the key
abilities are observing, listening, analyzing, evaluating, interpreting, relating, and self-re-
flecting. The sitcoms selected for this approach—such as The Office, Friends, Modern Family,
and Master of None—are known for addressing a variety of cultural themes, social issues
and character dynamics that reflect different values and behaviors. For example, The Office
and Modern Family explore the workplace and family dynamics. Friends and The Big Bang
Theory focus on interpersonal relationships, cultural diversity, and social interactions in a
variety of contexts. In a modern urban setting, Master of None explores identity, cultural
Arcentales M. & Chumbi V.
31REVISTA KRONOS 6(2), agosto 2025 - enero 2026 | pISSN 12631-2840 | eISSN 2631-2859
assimilation, and the experience of immigrants. The study of these sitcoms in the language
learning process enables students to recognize and understand cultural aspects, social
norms, humor, and values from different cultural perspectives. Llarea (2019) states that
«using sitcoms in the classroom gives us the advantage of focusing not only on culture-spe-
cific aspects (‘Big C’ and ‘small c’), but also on culture-general features contributing to
the actual development of knowledge, strategies, and attitudes» (p. 14). Therefore, by
promoting intercultural competence in class, teachers encourage students to not only learn
language but also develop empathy for cultural differences.
Overall, the integration of sitcoms into efl teaching is useful and brings it into line
with different pedagogical approaches that aim to develop various language skills and
competencies, making the learning experience more engaging and meaningful for students.
Research question 3: What specific language skills and competencies are enhanced through
sitcom-based activities in efl instruction?
This research question examines the specific language skills and competencies enhanced
through sitcom-based activities in English as a Foreign Language (efl) instruction. The
collected data provides an overview of the different skills, competencies, and activities as-
sociated with the integration of sitcoms in the language learning process, and the elements
are grouped in the next categories: communicative/interactive skills, vocabulary, cultural
awareness, and varied activities, as illustrated in table 5.
Table 5. Competences and activities, and Sitcom’s implementation
Competency Activities n %
Communicative/Interactive Speaking
Role-plays
Discussions
2
1
1
9.5%
4.7%
4.7%
Vocabulary Worksheets
Subtitles
Guessing
1
2
1
4.7%
9.5%
4.7%
Cultural awareness Use of Idiomatic expressions
Critical thinking
Debates
Contextual analysis
2
1
1
2
9.5%
4.7%
4.7%
9.5%
Varied Pre-watching-While- watching
and After-watching
Warm- up
Non-specified
2
1
4
9.5%
4.7%
19%
Speaking activities are the main focus of the communicative/interactive skills category.
Teachers around the world probably employ role-plays as their most popular technique,
accounting for the highest percentage (9.5%). Different educators use it to motivate stu-
dents to actively interact with the language. This is confirmed by Ishak (2022), who men-
tions some of the advantages of using role plays in class, such as collaboration, creativity,
leadership, risk-taking, imagination development, motivation and confidence increasing,
and oral proficiency enhancement through a secure and supportive environment. Accord-
ing to Nursyuhada et al. (2019), the use of role plays allows learners to practice speaking
Sitcoms as a Tool for EFL Learning: A Systematic Review of Language Skills Improvement
32 REVISTA KRONOS 6(2), agosto 2025 - enero 2026 | pISSN 12631-2840 | eISSN 2631-2859
skills authentically, make decisions, and think out of the box. Therefore, using role-play-
ing exercises inspired by sitcoms, students can practice conversational English in a more
realistic sense.
Additionally, discussions (4.7%) are crucial in this category. After using sitcoms,
teachers can lead class discussions where students share their ideas, opinions, and thoughts
on the language, themes, and characters. These types of activities allow students to improve
their fluency and understanding while enabling learners to participate in the class more
authentically. That was confirmed by Ulusoy and Demirbilek (2013), who discovered that
after applying comedy videos in class, students could understand better, form sentences
correctly, get involved, and participate actively in the lesson. Likewise, teachers can employ
a range of activities and strategies to instruct in a foreign language, as evidenced by the
4.7% of students engaged in non-specific communication activities.
Regarding the vocabulary category, it is observed that different activities are imple-
mented in classes to develop vocabulary skills. The most common are worksheets, subtitles,
and guessing.
The use of subtitles (9.5%) is the most prominent activity for vocabulary develop-
ment. This suggests that teachers are incorporating subtitles as a tool to help students
connect spoken language with written text, which is confirmed by Alolaywi (2023), who
examined different studies about the use of movies to learn English, coming to the con-
clusion that students who watch movies with subtitles learn and remember new words.
Additionally, the use of subtitles during sitcoms can improve listening comprehension and
introduce students to idiomatic expressions and slang in their context.
Using worksheets and guessing exercises comes in second (4.7%), confirming that
these types of resources can help students learn vocabulary. The British Council Webpage
Teaching English (2024) offers activities that enable students to use sitcoms, where stu-
dents have to listen to a clip and try to guess information. In fact, there is a great variety
of activities like matching exercises, fill-in-the-blank activities, or vocabulary quizzes, that
reinforce learning after watching a sitcom episode. Similarly, instructors can use activ-
ities where students are asked to guess the meaning of certain words or phrases based
on context. These activities promote active engagement and cognitive processing of new
vocabulary in real-life situations.
Cultural Awareness category explores the different activities related to understanding
cultural contexts, expressions, and critical thinking. As Chang states (2015) sitcoms serve
as an effective medium for language learners to immerse themselves in the culture and
lifestyle of the target community.
The use of idiomatic expressions and contextual analysis is the activity that appears
most frequently. It is known that through the use of idiomatic expressions (9.5%), stu-
dents are often exposed to informal and colloquial language. Also, this exposure helps
students to understand how these phrases are used in different contexts and situations.
Similarly, contextual analysis (9.5%) also plays a significant role in cultural awareness
since students can analyze the context of dialogues or episodes, developing a deeper under-
standing of the social, cultural, and situational factors influencing language use in sitcoms.
Furthermore, critical thinking (4.7%) and debates (4.7%) are more advanced activ-
ities since they challenge students to think analytically about the topics, characters, and
messages in sitcoms; therefore, the level of complexity to complete this activity successfully
can be higher.
The last category includes diverse instructional strategies that do not fit precisely into
the previous classifications. Pre-watching, while-watching, and after-watching activities
(9.5%) involve a multi-stage approach to helping students to be ready before watching a
sitcom and are likely effective since they can improve the level of comprehension and the
Arcentales M. & Chumbi V.
33REVISTA KRONOS 6(2), agosto 2025 - enero 2026 | pISSN 12631-2840 | eISSN 2631-2859
long-term retention of new language skills. Likewise, warm-up activities (4.7%) are very
common activities usually used at the beginning of a class or before watching a sitcom,
whose goal is to activate and keep students engaged while they are watching and reinforce
what they learned.
The non-specified category (19%) represents a significant portion of activities that
were not clearly categorized. This suggests that future research is key to clarifying and
categorizing the different activities implemented together with sitcoms.
Research question 4. What are the recommendations for future research on the integration
of sitcoms in efl education?
The analyzed research studies provided significant recommendations to guide future re-
search, focusing on the importance of larger participant groups, long-term studies, diverse
materials, and contextual applicability.
One key recommendation is the need for larger and more diverse participant groups
to enhance the generalizability of findings. According to Espinoza (2014), ensuring par-
ticipant groups have similar English proficiency, particularly in vocabulary, is essential.
However, groups should include larger samples in order to reduce the impact of anoma-
lies, allowing a more thorough evaluation of language proficiency and learning vocabulary
patterns. Alerwi and Alzahrani (2020) support this, emphasizing the inclusion of both
genders to provide a comprehensive understanding of sitcoms’ effectiveness in efl learning.
Expanding the scope of study duration has also been highlighted as crucial. Waedaoh
and Sinwongsuwat (2019) argued that long-term studies are necessary to evaluate the
sustained impact of sitcom-based instruction on language acquisition outcomes. Similarly,
Piñeres et. al. (2023) recommended exploring the long-term effects of captioned materials
across diverse educational settings and populations. Espinoza (2014) further suggested
the use of delayed post-tests to assess these long-term effects, which time constraints often
prevent.
The diversity of materials is another area for investigation. Vijayakumar et al. (2020)
emphasized the need to examine different genres of video materials, as this could provide
more comprehensive insights into effective teaching techniques. Beasley (2019) extended
this recommendation, advocating for research into the cultural uses and attitudes toward
various humor types, which could further expand existing theories of comprehension. It
was observed that several studies do not provide details on the activities applied in their
studies. Further clarification of these unspecified activities could help better understand
the specific techniques used in lessons.
Qualitative analysis has also been identified as a valuable addition to future research.
Incorporating methods such as interviews or open-ended questionnaires can reveal more
about students’ attitudes and experiences with sitcom-based learning (Alerwi & Alzahrani,
2020). These methods could complement quantitative approaches, offering a more holistic
understanding of the learning process.
Finally, integrating sitcoms into the regular efl curriculum warrants further explora-
tion. Alerwi and Alzahrani (2020) proposed that future studies investigate whether incor-
porating sitcoms into standard teaching practices enhances both linguistic and pragmatic
competencies over time.
To sum up, future research on sitcom-based instruction in efl settings should priori-
tize larger and more diverse participant groups, long-term studies, and the exploration of
various materials. Incorporating qualitative methods and investigating the integration of
sitcoms into formal curricula can further enrich our understanding of their effectiveness.
By addressing these areas, researchers can provide more comprehensive insights into the
role of This article discusses sitcoms and their potential to support skills development in
Sitcoms as a Tool for EFL Learning: A Systematic Review of Language Skills Improvement
34 REVISTA KRONOS 6(2), agosto 2025 - enero 2026 | pISSN 12631-2840 | eISSN 2631-2859
diverse educational contexts, as well as their meanings and practical language use in an
efl classroom.
CONCLUSIONS
This article provided a comprehensive analysis of various studies on the use of sitcoms as
instructional tools in English as a Foreign Language context. The goal was to analyze the
impact on language skills development. Through a systematic review, the four research
questions were addressed: the sampling features in efl studies incorporating sitcoms, the
teaching approaches used by efl teachers, the specific language skills enhanced by sit-
com-based activities, and recommendations for future research studies.
The findings revealed that research about the use of sitcoms in efl contexts is par-
ticularly prevalent in regions like Asia and Latin America, with most studies focusing on
intermediate and advanced English learners. This indicates a clear interest in paying at-
tention to cultural and linguistic elements found in sitcoms to enhance language learning.
Additionally, the most common educational settings are high schools and universities;
however, there are a few research studies conducted in English institutes, which could be
an area for further exploration. The use of sitcoms in these settings shows the potential
benefits and approaches addressed during instruction like encouraging motivation, and
contextually rich tools for enhancing language acquisition.
In terms of teaching approaches, sitcoms are employed within several pedagogical
frameworks, mainly Communicative Language Teaching (clt), Conversation Analysis
(ca), Contextualized Learning, and Intercultural Competence. These frameworks empha-
size authentic communication, social interaction, and exposure to real-world language
use. In addition, teachers commonly use role-plays, discussions, and contextual analysis
to improve communicative and cultural competencies.
The analysis of skills development demonstrated that sitcom-based activities primarily
enhance speaking skills, vocabulary acquisition, and cultural awareness. Role-plays and
discussions foster interaction and fluency, while the use of subtitles, worksheets, and idi-
omatic expressions enriches students’ vocabulary and cultural understanding. Additionally,
critical thinking exercises encourage deeper engagement with the content, developing both
linguistic and analytical skills.
In conclusion, the integration of sitcoms into efl education proves to be a dynamic
and effective method for improving a range of language skills. Moving forward, future
research should focus on investigating the long-term effects of sitcom-based instruction,
particularly in diverse educational settings. Additionally, exploring the use of different vid-
eo genres, as well as more precise activity categorization, will enhance our understanding
of how sitcoms can be applied most effectively in efl contexts. Finally, this study highlights
the importance of sitcoms as a tool for not only enhancing linguistic competencies but also
fostering a deeper understanding of culture, communication, and real-world language use.
CONTRIBUTOR ROLES:
Maria Karina Arcentales Abad:
Conceptualization: Development of the introduction and overall study direction.
Data Curation: Gathering data and contributing to the systematic review process.
Writing – Original Draft: Writing the introduction, discussion, conclusions, and summary.
Arcentales M. & Chumbi V.
35REVISTA KRONOS 6(2), agosto 2025 - enero 2026 | pISSN 12631-2840 | eISSN 2631-2859
Writing – Review & Editing: Revising and refining the final manuscript.
Valeria Alexandra Chumbi Landy:
Data Curation: Gathering data and contributing to the systematic review process.
Methodology: Designing and organizing methodological procedures.
Formal Analysis: Conducting and interpreting the results analysis.
Writing – Review & Editing: Editing and refining the abstract.
ETHICAL IMPLICATIONS:
The authors state that there are no ethical implications.
CONFLICTS OF INTEREST
The authors that there are no financial and non-financial conflicts of interest that could
have influenced work presented.
REFERENCES
Akbari, M. (2020). the use of humor in efl classrooms. Article in Internation-
al Journal of Innovative Research and Growth, 6(1). https://doi.org/10.2015/IJI-
RMF.2455.0620/202001016
Alerwi, A. A., & Alzahrani, A. (2020). Using Sitcoms to Improve the Acquisition of Speech
Acts by EFL Students: Focusing on Request, Refusal, Apology, and Compliment Re-
sponse. Journal of Applied Linguistics and Language Research, Volume 7, (Issue 1, 2020,),
63–79. https://www.researchgate.net/publication/341804605_Using_Sitcoms_to_Im-
prove_the_Acquisition_of_Speech_Acts_by_EFL_Students_Focusing_on_Request_Re-
fusal_Apology_and_Compliment_Response
Alolaywi, Y. (2023). Learning English from Movies: An Exploratory Study. International
Journal of Social Science and Human Research, 06(04). https://doi.org/10.47191/ijsshr/
v6-i4-43
Avalos, A. L., & Castro, A. (2015). Learners as agents of change: Challenges for the EFL
class. In EFL classrooms in the new millennium: Selected papers from the 40th FAAPI
Conference (p. 1).
Barrientos Ramírez, L. R., Bracamonte Peña, K. R., & Salvador Cevallos, S. B. (2017). A
proposal for using some short films as authentic material to improve oral skill of B1
level students during the english learning process in efl classes through video guides
at the Foreign Language Department at the University of El Salvador in semester
I-2016. Universidad de El Salvador.
Beasley, A. (2019). Using Sitcoms to Measure Humor Comprehension Between L1, L2, and
Bilingual Users of English: Implications for Pragmatic Research. Semantic Scholar. https://
www.semanticscholar.org/paper/Using-Sitcoms-to-Measure-Humor-Comprehen-
sion-L1%2C-of-Beasley/d55c8b6a1d921790a2fcf0c96aad57aa1a60f760
Sitcoms as a Tool for EFL Learning: A Systematic Review of Language Skills Improvement
36 REVISTA KRONOS 6(2), agosto 2025 - enero 2026 | pISSN 12631-2840 | eISSN 2631-2859
British, C. (2024). Sitcom activity: listening and guessing. TeachingEnglish. https://www.
teachingenglish.org.uk/teaching-resources/teaching-adults/activities/pre-intermedi-
ate-a2/sitcom-activity-listening-and
Cañellas Bibiloni, M. (2019). The development of the intercultural communicative
competence through sitcoms in an efl context.
Chang, S. (2015). Using a Popular TV Comedy Series in Teaching English: Focusing on
‘Frasier’. STEM Journal, 16(4), 2015, 25-49.
Das Neves Monsalvo, P. (2021). Hedging and context: introducing pragmatics in the efl
classroom through wandavision.
Espinoza, E. M. I. P. (2014). Facultad de Filosofía, Letras y Ciencias de la Educación
Departamento de Investigación y Posgrados Maestría en Lengua Inglesa y Lingüística
Aplicada (Doctoral dissertation, Universidad de Cuenca).
Hutchby, I. (2019). (PDF) Conversation Analysis. ResearchGate. https://www.researchgate.
net/publication/336458644_Conversation_Analysis
Ilie, O.-A. (2019, June). (PDF) The Intercultural Competence. Developing Effective Inter-
cultural Communication Skills. ResearchGate. https://www.researchgate.net/publica-
tion/334677436_The_Intercultural_Competence_Developing_Effective_Intercultur-
al_Communication_Skills
Ishak, S. A., & Abdul Aziz, A. (2022). Role Play to Improve ESL Learners’ Communication
Skills: A Systematic Review. International Journal of Academic Research in Business and
Social Sciences, 12(10). https://doi.org/10.6007/ijarbss/v12-i10/14851
Krsteva, M. (2024). sitcoms and the languaculture nowledge-International Journal, 67(5),
789-794.
Lasekan, O. (2021). Identification and adoption of themes in the big bang theory sitcom
to foster academic cultural competencies of doctoral students in english for academic
conversation classroom. Frontiers in Psychology, 12, 699662.
Mohammadian, Z., Ramezanzadeh, A., & Moradian, M. R. (2024). A Mixed-Methods
Study of the Effect of Using Situation Comedies on Iranian EFL Learners’ Critical
Reasoning and Action. Journal of Language Horizons, 8(2), 7-32. Mudawe, O. M. N.
(2020). Enhancing EFL students’ cultural awareness through friend’s sitcom. Inter-
national Journal of Applied Linguistics and English Literature, 9(4), 76-84.
Nursyuhada, Z., Noor, R., Norhartini, A., & Nurul, J. (2019). Exploring Perceptions of
Role Play Activities in English as a Second Language (ESL) Classrooms. Interna-
tional Journal of Engineering and Advanced Technology, 8(5C), 868–872. https://doi.
org/10.35940/ijeat.e1122.0585c19
Nguyen, H. (2014). The use of humor in EFL teaching: A case study of Vietnamese
university teachers’ and students’ perceptions and practices. University of Canberra,
Australia.
Othman, Zarina., Hasni, Nor. (2022). View of communicative skills through corporate
storytelling video: Students’ perception. Journal of Language Teaching and Research,
253–260
Özgen, M., & Gündüz, N. (2020). Authentic captioned sitcom as listening comprehension
material in English language teaching. ELT Research Journal, 9(2), 167-193.
Piñeres, M., Ramírez, M., & Castellanos Cuéllar, A. (2023). Using Sitcoms to Improve Prag-
matic Competence in ELT Students: Interpreting and Performing Speech Acts (pp. 1–44)
[Research Project]. https://www.academia.edu/15310855/Using_Sitcoms_to_Im-
prove_Pragmatic_Competence_in_ELT_Students_Interpreting_and_Performing_
Speech_Acts_Research_project
Arcentales M. & Chumbi V.
37REVISTA KRONOS 6(2), agosto 2025 - enero 2026 | pISSN 12631-2840 | eISSN 2631-2859
Raigón Rodríguez, A., & Larrea-Espinar, Á. (2019). the use of sitcoms for cultural
learning in efl: a workshop for university students. Elia: Studies in Applied English
Linguistics/Estudios de Lingüística Inglesa Aplicada, 19.
Larrea-Espinar, Á., & Raigón-Rodríguez, A. (2019). Sitcoms as a tool for cultural learning
in the efl classroom. Pixel-Bit, Revista de Medios Y Educación, 56, 33–50. https://doi.
org/10.12795/pixelbit.2019.i56.02
Petticrew, M., & Roberts, H. (2006). Systematic reviews in the social sciences: A practical
guide. Blackwell Publishing.
Saeedi, Z., & Biri, A. (2016). The application of technology in teaching grammar to efl
learners: The role of animated sitcoms. Teaching English with Technology, 16(2),
18-39.
Ulusoy, G., & Demirbilek, M. (2013). The Effects of Using Situation Comedy Video on
English Speaking. The Anthropologist, 16(1-2), 351–361. https://doi.org/10.1080/09
720073.2013.11891362
Valizadeh, M. (2022). Sitcoms and efl Learners’ Foreign Language Anxiety and Motiva-
tion for Learning.
Vijayakumar, M., Baisel, A., Subha, S., & Kanagarajan, K. (2020). Impact of TV shows on
English language acquisition. International Journal of Recent Technology and Engi-
neering, 8(5), 2414 2420. https://doi.org/10.35940/ijrte.D7502.018520
Waedaoh, A., & Sinwongsuwat, K. (2019). Enhancing English language learners’ con-
versation abilities via CA-informed sitcom lessons: A case study of Thai high school
students. International Journal of Language Studies, 13(1), 41-56.