Relationship between college teachers' use of humor in the classroom and students' evaluations of their teachers.

The use of humor and language play in second language (L2) education has received increasing attention from researchers in different contexts. However, the determining and governing factors of implementing humor in English as a foreign language (EFL) contexts have been overlooked. To fill this gap, this study used a semi-structured interview with 35 Chinese EFL teachers to sketch the ecological factors of humor practice at the micro, meso, and macro levels. The findings of the thematic analysis showed that ‘teachers’ personality/character’, ‘classroom environment’, ‘students’ gender’, and ‘proficiency level’ were the most significant micro-level factors determining humor practice in Chinese EFL classes. Concerning meso-level factors, ‘institutional environment/climate’ and ‘institutional rules, regulations, and policies’ were influential. Furthermore, at the macro level, it was revealed that ‘culture’, ‘social norms’, and ‘educational system’ determine the implementation of humor in L2 education. The findings are discussed in light of empirical and theoretical foundations and corresponding implications for EFL teachers are presented.

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Humor styles in the classroom: students’ perceptions of lecturer humor

James,

Fox

2024

Humor

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Previous research has shown that humor can have an impact on people’s interpersonal relationships and the way they are perceived by others. In addition, it has been suggested that use of humor by teachers can be positive, but also negative. The aim of the research was to examine students’ perceptions of lecturers described as using different ‘humor styles.’ Using an online study, a sample of undergraduate students (n = 201) were presented with one of 20 vignettes of a male or female lecturer using a particular style of humor (affiliative, aggressive, self-defeating, self-enhancing) or no humor, while they were teaching content described as ‘easy’ or ‘challenging.’ They responded to questions to assess: approachability of the lecturer, feelings of engagement, perceptions of the learning environment, and general perceptions of the lecturer. It was found that a lecturer using aggressive humor was perceived more negatively compared to when using the other humor styles, and that the adaptive styles of humor (particularly affiliative) had a positive impact on student perceptions, compared to when no humor was used. Self-defeating humor was perceived more positively compared to aggressive humor, but, unexpectedly, no differently to the other styles of humor. The findings will add to the growing literature on the use of humor in an educational context.

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Relationship between college teachers' use of humor in the classroom and students' evaluations of their teachers.

Cited by 3 publications

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Using Humor to Teach Statistics: Must They Be Orthogonal?

Using Humor to Teach Statistics: Must They Be Orthogonal?

Sketching the ecology of humor in English language classes: disclosing the determinant factors

Humor styles in the classroom: students’ perceptions of lecturer humor

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