The use of humor in foreign language teaching from the perspectives of lecturers and students at Hong Bang International University
DOI:
https://doi.org/10.59294/HIUJS2025015Keywords:
humor, language teaching, perceptionAbstract
This study investigates university students' and lecturers' perceptions and expectations regarding the use of humor in language teaching within multilingual and multicultural classrooms. Participants included students from English, Korean, Japanese, and Chinese language majors, and Vietnamese lecturers with varied academic and teaching backgrounds. Using a mixed-methods approach, the study collected data from quantitative surveys with 230 students and 21 lecturers, and qualitative interviews involving 36 students and 7 lecturers. Results show that both groups recognize humor's positive role in enhancing learning, reducing anxiety, increasing motivation, and strengthening student-teacher relationships. While students expressed strong expectations and responded positively to humor, lecturers were more cautious due to concerns about misinterpretation and classroom management. Qualitative findings revealed that most lecturers use humor spontaneously and view it as a skill that can be developed. Cultural differences also emerged, with Korean-major students reporting fewer emotional benefits from humor than other groups. The study reinforces prior findings and offers practical implications for language teacher training, emphasizing the strategic, flexible, and culturally responsive use of humor in diverse educational contexts.
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