Humor is seen as an effective tool to create a conducive learning environment. However, there is a dearth of research into the use of humor devices by second language (L2) learners. To fill this gap, this study investigated the role of proficiency and self-reported creativity in the quantity and diversity of humor devices used in written comedy screenplays, done as a follow-up activity after an in-class extensive viewing exposure to the fantasy-comedy series "The Good Place." 82 Media Studies students were required to answer the Creativity Achievement Questionnaire (Carson et al., Creativity Research Journal, 17(1), 37-50, 2005) to evaluate their creative skills. The results indicate that L2 proficiency level significantly correlates with the overall number of humor devices used. Indeed, a progression in the number and variety of humor devices was observed across proficiency groups. In contrast, creative writing skills weakly correlated with L2-related humor devices, while individuals perceiving themselves as above average in humor skills demonstrated higher mean scores in 11 out of 24 humor devices examined. Moreover, multiple regression analyses revealed that proficiency significantly impacts the use of L2-unrelated devices, but not L2-related ones. Conversely, humor emerged as the primary factor explaining a larger proportion of humor device usage. [For the complete volume, "Foreign Language Learning from Audiovisual Input: The Role of Original Version Television. Educational Linguistics. Volume 66," see ED676342.]