1887
  1. Home
  2. e-Journals
  3. AILA Review
  4. Online First Articles
  5. Online First Article
image of EFL students’ learning and their perceptions of teacher humor: A mixed methods study
USD
Buy:$35.00 + Taxes

Abstract

Humor has been reported to be beneficial for language learning. However, limited research has explored how different aspects of teacher humor — such as humor appropriateness and humor homophily — function together to influence various learning outcomes, particularly from the students’ perspective. The present study employed a mixed methods sequential explanatory design to explore students’ perceptions of teacher humor, humor appropriateness, and humor homophily as potential predictors of their cognitive learning, affective learning, and L2 achievement. Convenience sampling was used to recruit 298 EFL learners nationwide. Participants completed five questionnaires, and structured interviews were conducted with 23 students. Quantitative data were analyzed using multiple regression and path analysis, and thematic analysis with NVivo 12 was used for qualitative data. The results indicated that humor homophily was the strongest predictor of affective learning. Teacher humor, humor appropriateness, and humor homophily moderately predicted affective learning but had weaker predictive power for cognitive learning and L2 achievement. However, the concurrent use of different types of humor demonstrated higher direct effects on L2 achievement. Qualitative findings confirmed the quantitative results. By focusing on students’ perceptions, this study addresses a significant gap in the literature and provides context-specific insights into how humor can be strategically employed to support emotional engagement and language learning.

© AILA
Loading

Article metrics loading...

/content/journals/10.1075/aila.24030.tah
2026-05-27
2026-06-07

  • From This Site

    /content/journals/10.1075/aila.24030.tah
    dcterms_title,dcterms_subject,pub_keyword
    -contentType:Journal -contentType:Contributor -contentType:Concept -contentType:Institution
    10
    5
Loading full text...

Full text loading...

References

  1. Ahmadi Safa, M., & Ghonchehpour, A.
    (2017) A missing link in ELT: EFL learners’ recognition, comprehension and appreciation of English humor. The Journal of Language Teaching and Learning, (), –. https://www.jltl.com.tr/index.php/jltl/article/view/47
     [Google Scholar]
  2. Azami, M., Sharifi, H., & Alvandpur, S.
    (2020) Evaluating the relationship between information literacy and evidence-based nursing and their impact on knowledge and attitude of nurses working in hospitals affiliated to Kerman University of Medical Sciences on medication errors. Journal of Family Medicine and Primary Care, (), –. 10.4103/jfmpc.jfmpc_5_20
     https://doi.org/10.4103/jfmpc.jfmpc_5_20 [Google Scholar]
  3. Bakar, F., & Kumar, V.
    (2019) The use of humour in teaching and learning in higher education classrooms: Lecturers’ perspectives. Journal of English for Academic Purposes, , –. 10.1016/j.jeap.2019.04.006
     https://doi.org/10.1016/j.jeap.2019.04.006 [Google Scholar]
  4. Banas, J. A., Dunbar, N., Rodriguez, D., & Liu, S. J.
    (2011) A review of humor in educational settings: Four decades of research. Communication Education, (), –. 10.1080/03634523.2010.496867
     https://doi.org/10.1080/03634523.2010.496867 [Google Scholar]
  5. Bell, N. D.
    (2009) Learning about and through humor in the second language classroom. Language Teaching Research, (), –. 10.1177/1362168809104697
     https://doi.org/10.1177/1362168809104697 [Google Scholar]
  6. (2011) Humor scholarship and TESOL: Applying findings and establishing a research agenda. TESOL Quarterly, (), –. 10.5054/tq.2011.240857
     https://doi.org/10.5054/tq.2011.240857 [Google Scholar]
  7. Berk, L. S., Felten, D. L., Tan, S. A., Bittman, B. B., & Westengard, J.
    (2001) Modulation of neuroimmune parameters during the eustress of humor-associated mirthful laughter. Alternative Therapies in Health and Medicine, (), –.
     [Google Scholar]
  8. Berk, L. S., Tan, S. A., Fry, W. F., Napier, B. J., Lee, J. W., Hubbard, R. W., Lewis, J. E., & Eby, W. C.
    (1989) Neuroendocrine and stress hormone changes during mirthful laughter. The American Journal of the Medical Sciences, (), –. 10.1097/00000441‑198912000‑00006
     https://doi.org/10.1097/00000441-198912000-00006 [Google Scholar]
  9. Berk, R. A.
    (2002) Humor as an instructional defibrillator: Evidence-based techniques in teaching and assessment. Stylus Publishing.
     [Google Scholar]
  10. Bieg, S., & Dresel, M.
    (2018) Relevance of perceived teacher humor types for instruction and student learning. Social Psychology of Education, (), –. 10.1007/s11218‑018‑9428‑z
     https://doi.org/10.1007/s11218-018-9428-z [Google Scholar]
  11. Bieg, S., Grassinger, R., & Dresel, M.
    (2017) Humor as a magic bullet? Associations of different teacher humor types with student emotions. Learning and Individual Differences, , –. 10.1016/j.lindif.2017.04.008
     https://doi.org/10.1016/j.lindif.2017.04.008 [Google Scholar]
  12. (2018) Teacher humor: Longitudinal effects on students’ emotions. European Journal of Psychology of Education, (), –. 10.1007/s10212‑018‑0402‑0
     https://doi.org/10.1007/s10212-018-0402-0 [Google Scholar]
  13. Bolkan, S., & Goodboy, A. K.
    (2015) Exploratory theoretical tests of the instructor humor-student learning link. Communication Education, (), –. 10.1080/03634523.2014.978793
     https://doi.org/10.1080/03634523.2014.978793 [Google Scholar]
  14. Bolkan, S., Griffin, D. J., & Goodboy, A. K.
    (2018) Humor in the classroom: The effects of integrated humor on student learning. Communication Education, (), –. 10.1080/03634523.2017.1413199
     https://doi.org/10.1080/03634523.2017.1413199 [Google Scholar]
  15. Bollen, K. A.
    (1989) A new incremental fit index for general structural equation models. Sociological Methods & Research, , –. 10.1177/0049124189017003004
     https://doi.org/10.1177/0049124189017003004 [Google Scholar]
  16. Braun, V., & Clarke, V.
    (2006) Using thematic analysis in psychology. Qualitative Research in Psychology, (), –. 10.1191/1478088706qp063oa
     https://doi.org/10.1191/1478088706qp063oa [Google Scholar]
  17. Brown, D. H.
    (2014) Principles of language learning and teaching (6th ed.). Pearson Education ESL.
     [Google Scholar]
  18. Bruner, R. F.
    (2002) Transforming thought: The role of humor in teaching. Finance Educator: Courses.
     [Google Scholar]
  19. Bryant, J., Comisky, P. W., Crane, J. S., & Zillmann, D.
    (1980) Relationship between college teachers’ use of humor in the classroom and students’ evaluations of their teachers. Journal of Educational Psychology, (), –. 10.1037/0022‑0663.72.4.511
     https://doi.org/10.1037/0022-0663.72.4.511 [Google Scholar]
  20. Burgoon, J. K., & Hale, J. L.
    (1988) Nonverbal expectancy violations: Model elaboration and application to immediacy behaviors. Communication Monographs, (), –. 10.1080/03637758809376158
     https://doi.org/10.1080/03637758809376158 [Google Scholar]
  21. Byrne, B. M.
    (1998) Structural equation modeling with Lisrel, Prelis, and Simplis: Basic concepts, applications, and programming. Lawrence Erlbaum Associates.
     [Google Scholar]
  22. Canagarajah, A. S.
    (1997) Safe houses in the contact zone: Coping strategies of African-American students in the academy. College Composition and Communication, (), –. 10.2307/358665
     https://doi.org/10.2307/358665 [Google Scholar]
  23. Chabeli, M.
    (2008) Humor: A pedagogical tool to promote learning. Curationis, (), –. 10.4102/curationis.v31i3.1039
     https://doi.org/10.4102/curationis.v31i3.1039 [Google Scholar]
  24. Charmaz, K.
    (2006) Constructing grounded theory: A practical guide through qualitative analysis. SAGE Publications Ltd.
     [Google Scholar]
  25. (2014) Constructing Grounded Theory (2nd ed.). SAGE Publications Ltd.
     [Google Scholar]
  26. Coser, R. L.
    (1960) Laughter among colleagues: A study of functions of humor among the staff of a mental hospital. Psychiatry, (), –. 10.1080/00332747.1960.11023205
     https://doi.org/10.1080/00332747.1960.11023205 [Google Scholar]
  27. Deci, E. L., & Ryan, R. M.
    (1985) Intrinsic motivation and self-determination in human behavior. Plenum.
     [Google Scholar]
  28. Dörnyei, Z.
    (2007) Research Methods in Applied Linguistics (Oxford Applied Linguistics). Oxford University Press.
     [Google Scholar]
  29. Elliot, S.
    (1979) Perceived homophily as a predictor of classroom learning. Annals of the International Communication Association, (), –. 10.1080/23808985.1979.11923784
     https://doi.org/10.1080/23808985.1979.11923784 [Google Scholar]
  30. Erdoğdu, F., & Çakıroğlu, N.
    (2021) The educational power of humor on student engagement in online learning environments. Research and Practice in Technology Enhanced Learning, (), –. 10.1186/s41039‑021‑00158‑8
     https://doi.org/10.1186/s41039-021-00158-8 [Google Scholar]
  31. Farnia, M., & Mohammadi, S.
    (2021) Exploring EFL teachers’ and learners’ perception of L2 humor: A case study of Iranian English language institutes. Eurasian Journal of Applied Linguistics, (), –. 10.32601/ejal.911225
     https://doi.org/10.32601/ejal.911225 [Google Scholar]
  32. Farnia, M., Farhangi, A., & Saeedi, M.
    (2020) Cross-cultural study of perception of humor by English native speakers and Iranian EFL learners. Asian Journal of University Education, (), . 10.24191/ajue.v16i2.7914
     https://doi.org/10.24191/ajue.v16i2.7914 [Google Scholar]
  33. Ford, T. E., Ford, B. L., Boxer, C. F., & Armstrong, J.
    (2012) Effect of humor on state anxiety and math performance. Humor, (), –. 10.1515/humor‑2012‑0004
     https://doi.org/10.1515/humor-2012-0004 [Google Scholar]
  34. Forgas, J. P., & Matovic, D.
    (2020) Mood effects on humor production: Positive mood improves the verbal ability to be funny. Journal of Language and Social Psychology, (), –. 10.1177/0261927X20917994
     https://doi.org/10.1177/0261927X20917994 [Google Scholar]
  35. Frisby, B. N., & Martin, M. M.
    (2010) Instructor–student and student–student rapport in the classroom. Communication Education, (), –. 10.1080/03634520903564362
     https://doi.org/10.1080/03634520903564362 [Google Scholar]
  36. Frymier, A. B., Wanzer, M. B., & Wojtaszczyk, A. M.
    (2008) Assessing students’ perceptions of inappropriate and appropriate teacher humor. Communication Education, (), –. 10.1080/03634520701687183
     https://doi.org/10.1080/03634520701687183 [Google Scholar]
  37. Garner, R. L.
    (2006) Humor in pedagogy: How ha-ha can lead to aha!College Teaching, (), –. 10.3200/CTCH.54.1.177‑180
     https://doi.org/10.3200/CTCH.54.1.177-180 [Google Scholar]
  38. Gefen, D., Straub, D., & Boudreau, M. C.
    (2000) Structural Equation Modeling and Regression: Guidelines for Research Practice. Communications of the Association for Information Systems, , –. 10.17705/1CAIS.00407
     https://doi.org/10.17705/1CAIS.00407 [Google Scholar]
  39. Gorham, J., & Christophel, D. M.
    (1990) The relationship of teachers’ use of humor in the classroom to immediacy and student learning. Communication Education, (), –. 10.1080/03634529009378786
     https://doi.org/10.1080/03634529009378786 [Google Scholar]
  40. Hair, J. F., Hult, G. T. M., Ringle, C. M., Sarstedt, M., Danks, N. P., & Ray, S.
    (2021) Partial least squares structural equation modeling (PLS-SEM) using R: A workbook (ed.). Springer International Publishing. 10.1007/978‑3‑030‑80519‑7
     https://doi.org/10.1007/978-3-030-80519-7 [Google Scholar]
  41. Hair, J. F., Ringle, C. M., & Sarstedt, M.
    (2011) PLS-SEM: Indeed a silver bullet. The Journal of Marketing Theory and Practice, (), –. 10.2753/MTP1069‑6679190202
     https://doi.org/10.2753/MTP1069-6679190202 [Google Scholar]
  42. Hooper, D., Coughlan, O., & Mullen, M. R.
    (2008) Structural equation modelling: Guidelines for determining model fit. Electronic Journal of Business Research Methods, (), –.
     [Google Scholar]
  43. Hu, L. T., & Bentler, P. M.
    (1999) Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, (), –. 10.1080/10705519909540118
     https://doi.org/10.1080/10705519909540118 [Google Scholar]
  44. Lefcourt, H. M.
    (2001) Humor: The psychology of living buoyantly. Springer. 10.1007/978‑1‑4615‑4287‑2
     https://doi.org/10.1007/978-1-4615-4287-2 [Google Scholar]
  45. Lujan, H. L., & DiCarlo, S. E.
    (2016) Humor promotes learning. Advances in Physiology Education, (), –. 10.1152/advan.00123.2016
     https://doi.org/10.1152/advan.00123.2016 [Google Scholar]
  46. MacCallum, R. C., Browne, M. W., & Sugawara, H. M.
    (1996) Power analysis and determination of sample size for covariance structure modeling. Psychological Methods, (), –. 10.1037/1082‑989X.1.2.130
     https://doi.org/10.1037/1082-989X.1.2.130 [Google Scholar]
  47. Mackey, A., & Gass, S. M.
    (2005) Second language research: Methodology and design. Lawrence Erlbaum Associates Publishers.
     [Google Scholar]
  48. Makewa, L. N., Role, E., & Ayiemba Genga, J.
    (2011) Teachers’ use of humor in teaching and students’ rating of their effectiveness. International Journal of Education, (), –. 10.5296/ije.v3i2.631
     https://doi.org/10.5296/ije.v3i2.631 [Google Scholar]
  49. Martin, D. M., Preiss, R. W., Gayle, B. M., & Allen, M.
    (2006) A meta-analytic assessment of the effect of humorous lectures on learning. InB. M. Gayle, R. W. Preiss, N. Burrell, & M. Allen (Eds.), Classroom communication and instructional processes: Advances through meta-analysis (pp.–). Erlbaum.
     [Google Scholar]
  50. Martin, R. A., & Ford, T.
    (2018) The psychology of humor: An integrative approach (2nd ed.). Academic Press.
     [Google Scholar]
  51. McDonald, R. P., & Ho, M. H. R.
    (2002) Principles and practice in reporting structural equation analyses. Psychological Methods, (), –. 10.1037/1082‑989X.7.1.64
     https://doi.org/10.1037/1082-989X.7.1.64 [Google Scholar]
  52. McKay, L. S.
    (2006) Researching second language classrooms. Routledge. 10.4324/9781410617378
     https://doi.org/10.4324/9781410617378 [Google Scholar]
  53. Meyer, J. C.
    (2000) Humor as a double-edged sword: Four functions of humor in communication. Communication Theory, (), –. 10.1111/j.1468‑2885.2000.tb00194.x
     https://doi.org/10.1111/j.1468-2885.2000.tb00194.x [Google Scholar]
  54. Miles, J., & Shevlin, M.
    (2007) A time and a place for incremental fit indices. Personality and Individual Differences, (), –. 10.1016/j.paid.2006.09.022
     https://doi.org/10.1016/j.paid.2006.09.022 [Google Scholar]
  55. Montgomery, D. C., Peck, E. A., & Vining, G. G.
    (2012) Introduction to Linear Regression Analysis (5th ed.). Wiley.
     [Google Scholar]
  56. Moreno, R., & Mayer, R.
    (2007) Interactive multimodal learning environments. Educational Psychology Review, (), –. 10.1007/s10648‑007‑9047‑2
     https://doi.org/10.1007/s10648-007-9047-2 [Google Scholar]
  57. Morreall, J.
    (1983) Taking laughter seriously. State University of New York Press.
     [Google Scholar]
  58. (2012) Humor, philosophy and education. Educational Philosophy and Theory, (), –. 10.1080/00131857.2012.721735
     https://doi.org/10.1080/00131857.2012.721735 [Google Scholar]
  59. Morrison, M. K.
    (2008) Using humor to maximize learning: The links between positive emotions and education. Rowman & Littlefield Education.
     [Google Scholar]
  60. Mottet, T. P., & Richmond, V. P.
    (1998) Newer is not necessarily better a reexamination of affective learning measurement. Communication Research Reports, (), –. 10.1080/08824099809362136
     https://doi.org/10.1080/08824099809362136 [Google Scholar]
  61. Mulaik, S. A., James, L. R., Van Alstine, J., Bennet, N., Lind, S., and Stilwell, C. D.
    (1989) Evaluation of Goodness-of-Fit Indices for Structural Equation Models. Psychological Bulletin, (), –. 10.1037/0033‑2909.105.3.430
     https://doi.org/10.1037/0033-2909.105.3.430 [Google Scholar]
  62. Nesi, H.
    (2012) Laughter in university lectures. Journal of English for Academic Purposes, (), –. 10.1016/j.jeap.2011.12.003
     https://doi.org/10.1016/j.jeap.2011.12.003 [Google Scholar]
  63. Noughabi, M. A.
    (2017) Current pedagogical challenges in Iranian EFL Teachers’ views: A qualitative study. Journal of Education and Practice, (), –. files.eric.ed.gov/fulltext/EJ1138823.pdf
     [Google Scholar]
  64. Pallant, J.
    (2020) SPSS survival manual: A step by step guide to data analysis using SPSS (7th ed.). Routledge.
     [Google Scholar]
  65. Peck, R., Olsen, C., & Devore, J. L.
    (2008) Introduction to statistics and data analysis (3rd ed.). Brooks/Cole.
     [Google Scholar]
  66. Pomerantz, A., & Bell, N. D.
    (2011) Humor as safe house in the foreign language classroom. The Modern Language Journal, (), –. 10.1111/j.1540‑4781.2011.01274.x
     https://doi.org/10.1111/j.1540-4781.2011.01274.x [Google Scholar]
  67. Qin, K., & Beauchemin, F.
    (2022) “I Can Go Slapsticks”: Humor as Humanizing Pedagogy for Science Instruction With Multilingual Adolescent Immigrant Learners. Literacy Research: Theory, Method, and Practice, (), –. 10.1177/23813377221114766
     https://doi.org/10.1177/23813377221114766 [Google Scholar]
  68. Rigdon, E. E.
    (2012) Rethinking partial least squares path modeling: In praise of simple methods. Long Range Planning, (), –. 10.1016/j.lrp.2012.09.010
     https://doi.org/10.1016/j.lrp.2012.09.010 [Google Scholar]
  69. Ryan, R. M., & Deci, E. L.
    (2000) Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, (), –. 10.1006/ceps.1999.1020
     https://doi.org/10.1006/ceps.1999.1020 [Google Scholar]
  70. Savage, B. M., Lujan, H. L., Thipparthi, R. R., & DiCarlo, S. E.
    (2017) Humor, laughter, learning, and health! A brief review. Advances in Physiology Education, (), –. 10.1152/advan.00030.2017
     https://doi.org/10.1152/advan.00030.2017 [Google Scholar]
  71. Schmidt, S. R.
    (1994) Effects of humor on sentence memory. Journal of Experimental Psychology: Learning, Memory, and Cognition, (), –. 10.1037/0278‑7393.20.4.953
     https://doi.org/10.1037/0278-7393.20.4.953 [Google Scholar]
  72. Schmitz, J. R.
    (2002) Humor as a pedagogical tool in foreign language and translation courses. Humor, (), –. 10.1515/humr.2002.007
     https://doi.org/10.1515/humr.2002.007 [Google Scholar]
  73. (2002) Humor as a pedagogical tool in foreign language and translation courses. Humor, (), –. 10.1515/humr.2002.007
     https://doi.org/10.1515/humr.2002.007 [Google Scholar]
  74. Scovel, T.
    (1978) The effect of affect on foreign language learning: A review of the anxiety research. Language Learning, (), –. 10.1111/j.1467‑1770.1978.tb00309.x
     https://doi.org/10.1111/j.1467-1770.1978.tb00309.x [Google Scholar]
  75. Sert, O. & Jacknick, C.
    (2015) Student smiles and the negotiation of epistemics in L2 classrooms. Journal of Pragmatics, , –. 10.1016/j.pragma.2015.01.001
     https://doi.org/10.1016/j.pragma.2015.01.001 [Google Scholar]
  76. Shephard, K.
    (2008) Higher education for sustainability: Seeking affective learning outcomes. International Journal of Sustainability in Higher Education, (), –. 10.1108/14676370810842201
     https://doi.org/10.1108/14676370810842201 [Google Scholar]
  77. Singh, R., Tay, Y. Y., & Sankaran, K.
    (2017) Causal role of trust in interpersonal attraction from attitude similarity. Journal of Social and Personal Relationships, , –. 10.1177/0265407516656826
     https://doi.org/10.1177/0265407516656826 [Google Scholar]
  78. Spencer, H.
    (1911) On the physiology of laughter. Dent.
     [Google Scholar]
  79. Sudol, D.
    (1981) Dangers of classroom humor. English Journal, (), –. 10.2307/817146
     https://doi.org/10.2307/817146 [Google Scholar]
  80. Tabachnick, B. G., & Fidell, L. S.
    (2007) Using multivariate statistics (5th ed.). Pearson.
     [Google Scholar]
  81. Tabachnick, B. G., & Fidell, L. S.
    (2013) Using Multivariate Statistics: Pearson New International Edition (6th ed.). Pearson.
     [Google Scholar]
  82. Tabatabaei, O., & Pourakbari, A. A.
    (2012) “An Investigation into the Problems of Teaching and Learning English in the Isfahan Province High Schools, Iran”, Journal of Language Teaching and Research, (), –. 10.4304/jltr.3.1.102‑111
     https://doi.org/10.4304/jltr.3.1.102-111 [Google Scholar]
  83. Takovski, A.
    (2019) Coloring social change: Humor, politics, and social movements. Humor, (), –. 10.1515/humor‑2019‑0037
     https://doi.org/10.1515/humor-2019-0037 [Google Scholar]
  84. Tsukawaki, R., & Imura, T.
    (2019) Preliminary verification of instructional humor processing theory: Mediators between instructor humor and student learning. Psychological Reports, (), –. 10.1177/0033294119868799
     https://doi.org/10.1177/0033294119868799 [Google Scholar]
  85. Victoria, M.
    (2019) The use of humour in the off-task spaces of the language classroom. ELT Journal, (), –. 10.1093/elt/ccy054
     https://doi.org/10.1093/elt/ccy054 [Google Scholar]
  86. Wang, Y.
    (2014) Humor in British academic lectures and Chinese students’ perceptions of it. Journal of Pragmatics, , –. 10.1016/j.pragma.2014.05.003
     https://doi.org/10.1016/j.pragma.2014.05.003 [Google Scholar]
  87. Wanzer, M. B., & Frymier, A. B.
    (1999) The relationship between student perceptions of instructor humor and students’ reports of learning. Communication Education, (), –. 10.1080/03634529909379152
     https://doi.org/10.1080/03634529909379152 [Google Scholar]
  88. Wanzer, M. B., Frymier, A. B., & Irwin, J.
    (2010) An explanation of the relationship between instructor humor and student learning: Instructional humor processing theory. Communication Education, (), –. 10.1080/03634520903367238
     https://doi.org/10.1080/03634520903367238 [Google Scholar]
  89. Wanzer, M. B., Frymier, A. B., Wojtaszczyk, A. M., & Smith, T.
    (2006) Appropriate and inappropriate uses of humor by teachers. Communication Education, (), –. 10.1080/03634520600566132
     https://doi.org/10.1080/03634520600566132 [Google Scholar]
  90. West, M. S., & Martin, M. M.
    (2019) Students’ perceptions of instructor appropriateness and humor homophily. Communication Education, (), –. 10.1080/03634523.2019.1608368
     https://doi.org/10.1080/03634523.2019.1608368 [Google Scholar]
  91. Wrench, J. S., & Richmond, V. P.
    (2004) Understanding the psychometric properties of the humor assessment instrument through an analysis of the relationships between teacher humor assessment and instructional communication variables in the college classroom. Communication Research Reports, (), –. 10.1080/08824090409359971
     https://doi.org/10.1080/08824090409359971 [Google Scholar]
  92. Zhou, W., & Lee, J. C.
    (2025) Teaching and learning with instructional humor: A review of five decades of research and further direction. Frontiers in Psychology, , . 10.3389/fpsyg.2025.1445362
     https://doi.org/10.3389/fpsyg.2025.1445362 [Google Scholar]
  93. Ziyaeemehr, A., Kumar, V., & Abdullah, M.
    (2011) Use and non-use of humor in academic ESL classrooms. English Language Teaching, (), –. 10.5539/elt.v4n3p111
     https://doi.org/10.5539/elt.v4n3p111 [Google Scholar]
  94. Appleby, D. C.
    (2018, February). Using humor in the college classroom: The pros and the cons. Psychology Teacher Network, (). RetrievedJanuary 23, 2022, fromhttps://www.apa.org/ed/precollege/ptn/2018/02/humor-college-classroom
     [Google Scholar]
  95. Statistics Solutions
    Statistics Solutions (2021, July27). Path Analysis. RetrievedOctober 1, 2024, fromhttps://www.statisticssolutions.com/free-resources/directory-of-statistical-analyses/path-analysis/
     [Google Scholar]
/content/journals/10.1075/aila.24030.tah
Loading
EFL students’ learning and their perceptions of teacher humor: A mixed methods study
John Benjamins ; https://doi.org/10.1075/aila.24030.tah
/content/journals/10.1075/aila.24030.tah
/content/journals/10.1075/aila.24030.tah
Loading

Data & Media loading...

  • Article Type: Research Article
Keywords: affective learning ; cognitive learning ; humor appropriateness ; L2 achievement ; humor homophily ; teacher humor

Most Cited

This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error