The relationship between student perceptions of instructor humor and students’ reports of learning

Wanzer, Melissa Bekelja; Frymier, Ann Bainbridge

doi:10.1080/03634529909379152

Cited by 197 publications

(154 citation statements)

References 34 publications

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“…Bryant et al, 1980;Frymier et al, 2008;Wanzer and Frymier, 1999;Wanzer et al, 2006). In the field of applied linguistics, Lee (2006) uses data from the Michigan Corpus of Spoken English (MICASE) to show that laughter is frequent in American academic speech, including lectures.…”

Section: Humor In Lecturesmentioning

confidence: 99%

Humor in British academic lectures and Chinese students’ perceptions of it

Wang

2014

Journal of Pragmatics

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Section: Humor In Lecturesmentioning

confidence: 99%

Humor in British academic lectures and Chinese students’ perceptions of it

Wang

2014

Journal of Pragmatics

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“…Furthermore, humor can aid teaching by providing amusement, breaking up content, bringing back attention, lightening the mood, increasing motivation, reducing monotony, and providing a mental break (Neumann, Hood, & Neumann, 2009). Humor increases students' enjoyment of learning, perceptions of how much they learned and positive feelings about the course and instructor (Wanzer & Frymier, 1999). Baumgartner and Morris (2008) showed humor-based teaching is clearly more engaging and interesting for the students and incorporating humor into the classroom can have a positive effect on learning in higher education.…”

Section: How About Humor?mentioning

confidence: 99%

Creating Student Engagement? HMM: Teaching and Learning with Humor, Music, and Movement

Strean¹

2011

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With growing concerns about student engagement, the theme of creative teaching and learning provides an excellent catalyst to consider methods that enhance students' classroom experiences. Good teaching is akin to weaving a fabric of connectedness between student, teacher, and subject (Palmer, 2007). Teacher-student connection and student engagement are the two most important ingredients in teaching (Lowman, 1995). This paper explores three effective methods of weaving the fabric and engaging students in higher education. Examples of how to use humor, music, and movement to deepen learning while adding energy, engagement, and interaction are offered. A review of research supporting the methods explored in this paper is included.

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“…They agree that teachers can benefit of using humor from improving problem solving to increasing students' comprehension in the classroom. .. Wanzer and Frymier (1999) ISSN 1799-2591 Theory and Practice in Language Studies, Vol. 6, No.…”

Section: Literature Reviewmentioning

confidence: 99%

“…1466-1475, July 2016 DOI: http://dx.doi.org/10.17507/tpls.0607.19 regards about power of humor: "The theoretical explanation for the humor-learning relationship is explained by the attention-gaining and holding power of humor" (p. 49). Wanzer and Frymier(1999) studied about the relationship between instructors and their use of humor on student learning. They concur that the use of humor should "put students at ease, gain attention, and show that the teacher is human" (p.58).They relate in their study humor to the relationship of the student-teacher and the "immediacy as physical and or psychological closeness" (p.50).…”

Section: Literature Reviewmentioning

confidence: 99%

The Effect of Using Humor on High School Students’ Grammar Performance and Motivation

Kavandi

2016

TPLS

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Abstract-Teaching in high schools needs specific techniques, methods and skills in order to motivate the students (Ss) properly. In this study, the aim was to explore the effect of humor on students' grammar performance and their motivation. The study was designed as true-experimental research-randomized control experimental group, pre-test, post-test design. The participants were second grade high school students (120 students) in four classes. So, the researcher gave them a Nelson test in order to homogenize them. Out of 120 Ss, only 60 Ss who could get 50% percent of score were selected. Then, the Ss randomly were assigned one member of each pair to the experimental group and the other to the control group containing 30 Ss male in each cause-effect relationship between the independent and dependent variables. Then, the data analysis was done by SPSS version 21. The results indicated that there were statistically significant differences between the gained scores in the groups, namely experimental group in comparison to the control group. A questionnaire was also given to the participants to gather their opinions about humor and its effect on their motivation. The finding showed that a large number of students agree of using humor, because it is enjoyable and motivator. It can be concluded that there is significance relationship between using humor and the Ss grammar performance, and their motivations. . Then, through giving the treatment and placebo to the experimental and control groups, respectively, the researcher tried to observe the direct

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The relationship between student perceptions of instructor humor and students’ reports of learning

Cited by 197 publications

References 34 publications

Humor in British academic lectures and Chinese students’ perceptions of it

Humor in British academic lectures and Chinese students’ perceptions of it

Creating Student Engagement? HMM: Teaching and Learning with Humor, Music, and Movement

The Effect of Using Humor on High School Students’ Grammar Performance and Motivation

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