Use Of Humour In Teaching Research Articles

A Systematic Review of Humor Employed in Teaching English as a Second Language in Asia

In recent times, the number of studies examining the use of humor in teaching English as a second language (ESL) in Asian countries has increased as researchers have acknowledged the positive effects that humor has on language teaching. This study presents a systematic review focused on the use of humor in ESL teaching within Asian countries. Its objectives are to acquire comprehensive knowledge of the current research status, research participants and methods, and research perspectives, and to examine the outcomes of incorporating humor into ESL instruction in Asian contexts in order to pinpoint research gaps for future studies. This study included the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (2020). Moreover, 35 articles relevant to the use of humor in Asian ESL teaching were identified as of the date when this study was conducted. After performing content analysis, the findings revealed that the first related articles in Asia were published in 2009, after which more and more articles emerged. These studies took place in 14 Asian countries, with most of them focusing on Turkey, Iran, and Indonesia. In addition, they involve diverse research methods and perspectives, whilst most of the participants are university students. This suggests that humor is more suitable for use when teaching high-proficiency English learners. Moreover, humor is a double-edged sword that has positive and negative impacts on ESL teaching in Asian countries. Finally, a number of recommendations for future studies have been proposed in this study.

Humor: A teaching tool to use rather than ignore

A smooth transfer of knowledge from instructor to student is what is desired in any learning context. One of the essential methods in making this happen is the use of humor in teaching. This study sought the influence of humor as a teaching tool on the student's engagement in classroom learning from students’ point of view and to find out the availability and extent of humor used as a teaching tool in the classes of Kandahar University from students’ perspective. The study employed a quantitative research-based survey design and used a questionnaire to collect data from a sample of 370 participants. The findings revealed that humor as a useful teaching tool positively influences students’ classroom learning engagement but it is not utilized by most teachers as a teaching tool.

Robert F. McMorris (1934-2020).

Memorializes Robert F. McMorris (1934-2020). McMorris was a professor of educational psychology in the Department of Educational and Counseling Psy chology at the University at Albany, State University of New York (SUNY Albany). He was an expert in educational and psychological measurement and evaluation, known for his contributions on answer changing in test taking and the use of humor in teaching and testing. With David A. Payne, McMorris coedited what was hailed as an "out standing anthology"-Educational and Psychological Measurement: Contributions to Theory and Practice-which made two editions, in 1967 and in 1975. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

We Feel, Therefore We Memorize: Understanding Emotions in Learning Mathematics Using Neuroscience Research Perspectives

Emotionally significant experiences tend to be well remembered in learning Mathematics in the classroom. Recent advances in neuroscientific methods have led to an increased understanding of the neural mechanisms underlying emotions in learning mathematics. The aim of this research is to use neuroscience research perspectives in classroom setting involving students’ emotion in learning Mathematics and its relationship with memory. Therefore, this research examined how students’ emotions in learning Mathematics and its relationship with their memory using mixed–method design. Data from survey (n= 644) and interview informants (n= 6) indicated positive emotions (enjoyment, hope, pride) negative emotions (shame, anger, boredom, anxiety) and memory. Students who accurately identified positive emotions indicated they were more likely to learn Mathematics compared to negative emotions, and findings indicated a strong, positive correlation between positive emotions and memory. Qualitative findings indicated that students who are more likely prefer positive emotions in learning could lead to better memory compared to negative emotions. Moreover, interview data showed that memory performance in Mathematics increased when teacher has embedded positive emotions through the use of humor in teaching, inspiring student with positive words and engaging student in classroom. This study supports neuroscience research findings that positive emotions influence students' memory in learning mathematics. Thus, this study provides insight for teachers to emphasize the importance of positive emotions in learning mathematics as well as reduce negative emotions.

The use of humour in teaching and learning in higher education classrooms: Lecturers’ perspectives

University lecturers' perspectives on the use of humour in teaching and learning have received little attention in the humour and higher education literature. Humour serves many roles in teaching and learning, and university lecturers' use of humour is both strategic and pedagogical in facilitating teaching. This paper explores the different types of humour that lecturers use in relation to three dominant theories of humour: the superiority, incongruity and relief theories. Intended and spontaneous humour and the various types of humour utilised to facilitate teaching and learning in the classroom are emphasised. Data for this study were collected by observing the classroom teaching of five award-winning lecturers in a university in New Zealand, who were identified and nominated by students as having a good sense of humour in the classroom. These lecturers were observed while teaching and then interviewed using Stimulated Recall Interviews (SRI) to understand their reflections-in-action concerning specific humorous moments and specific humorous behaviours while teaching. The data indicates that seven types of humour were used, either intentionally or spontaneously, to enhance student learning or to engage students' attention. These insights provide a fresh viewpoint on the use of humour from lecturers’ perspectives.

Humorous materials to enhance active learning

ABSTRACTThe use of humour in teaching and learning can be contentious, with some authors suggesting that the efficacy of humorous materials is mediated by the culture of the student. Nevertheless, humour represents a potential vehicle for the introduction of active learning in a classroom setting, as judicious use of humour may lead to a more relaxed learning atmosphere and greater student engagement. This article describes how humour was used to good effect in creating a suite of online materials designed to enhance the academic English skills of international students. The materials, funded through a grant from the Office for Learning and Teaching and now openly accessible on the English for Uni website, were developed using an action research process. This involved an iterative process of designing, trialling and evaluating the resources to ensure that humour was used appropriately. In the final stages, Biggs’ Structure of the Observed Learning Outcome taxonomy was also used to evaluate student learning. The results show that the materials improved students’ understanding of the topics presented on the site and that the element of humour stimulated student interest in learning.

Teachers’ Use of Humor in Teaching and Students’ Rating of Their Effectiveness

The purpose of this study was to investigate the extent to which teachers use humour in teaching in Migori district, Kenya, and students’ ratings of their teaching effectiveness. Purposive and random sampling procedures were used in the selection of the sample for the study. Students and teachers in 6 secondary schools in Migori District participated in the study. Data was collected using questionnaire. Three hundred and eleven students (159 male and 152 female) responded to the questionnaire designed to be used by students, which surveyed the students’ opinion of their teachers. Thirty-five teachers also responded to the questionnaire that was designed to survey the humour style that is common among them. In this study, the data collected was analysed using the Statistical Package for Social Sciences (SPSS). Inferential and descriptive statistics were used. The level of significance used in the study was 0.05. The results indicate that the use of humour in teaching is generally good and that there is a significant, moderate relationship between the use of humour and students’ rating of teachers’ effectiveness. The results also indicate that the most commonly used styles of humour among the students are the positive styles of humour (Affiliative humour and Self-enhancing humour). In conclusion, teachers who use humor in teaching are generally rated effective in terms of motivation, creation of engaging lessons and anxiety reduction in students. The teachers are also rated effective in terms of stimulation of thought and interest in students and fostering of a positive teacher-student relationship. Keywords: Humour, teaching effectiveness, affiliative humour, self-enhancing humour, The purpose of this study was to investigate the extent to which teachers use humour in teaching in Migori district, Kenya, and students’ ratings of their teaching effectiveness. Purposive and random sampling procedures were used in the selection of the sample for the study. Students and teachers in 6 secondary schools in Migori District participated in the study. Data was collected using questionnaire. Three hundred and eleven students (159 male and 152 female) responded to the questionnaire designed to be used by students, which surveyed the students’ opinion of their teachers. Thirty-five teachers also responded to the questionnaire that was designed to survey the humour style that is common among them. In this study, the data collected was analysed using the Statistical Package for Social Sciences (SPSS). Inferential and descriptive statistics were used. The level of significance used in the study was 0.05. The results indicate that the use of humour in teaching is generally good and that there is a significant, moderate relationship between the use of humour and students’ rating of teachers’ effectiveness. The results also indicate that the most commonly used styles of humour among the students are the positive styles of humour (Affiliative humour and Self-enhancing humour). In conclusion, teachers who use humor in teaching are generally rated effective in terms of motivation, creation of engaging lessons and anxiety reduction in students. The teachers are also rated effective in terms of stimulation of thought and interest in students and fostering of a positive teacher-student relationship.

13. Evolving Toward Laughter in Learning

Lowman (1995) described the relationship between teacher and student and student engagement as the two most important ingredients in learning in higher education. Humour builds teacher-student connection (Berk, 1998) and engages students in the learning process. The bond between student and teacher is essential for learning, satisfaction, and retention. Humour helps students to learn better, remember more, improve problem-solving, absorb and retain information more quickly, and reduce their anxiety about subjects like math and science. Humour also reduces classroom management problems. This essay reviews research findings that support the use of humour in teaching and it provides strategies that teachers can use to bring more humour into their classrooms.

Appropriate and Inappropriate Uses of Humor by Teachers

The use of humor in teaching has been linked to learning in several studies, although the research has been equivocal. The various types of humor used by teachers have also been investigated but not in terms of what students view as appropriate and inappropriate uses of humor. Participants in this study were asked to generate examples of appropriate and inappropriate uses of humor by teachers. Responses were unitized and content analyzed, resulting in the identification of four appropriate humor categories and four inappropriate humor categories. Each category is defined, and the implications of using different types of humor in the classroom are discussed.

Use of humour in medical teaching

Humour, whether considered cognitively or affectively, is complex and ubiquitous. It is claimed to have adjunctive value in clinical medicine. Claims regarding its effects also indicate that humour can make a valuable contribution to the educational process. Humour is understood to reduce anxiety and stress, build confidence, improve productivity, heighten interest, reduce boredom and encourage divergent thinking, yet it has been difficult to establish positive value for humour in helping student learning. Approximately equal numbers of studies of the effects of humour on student learning have been negative and positive. Informal observation suggests its use in medical teaching is widespread yet little reference is made to the use of humour in teaching in the medical literature. Research into the role of humour in medical teaching is made difficult by the complex nature of the production, perception and appreciation of humour, by the difficulty in contriving humour in controlled settings, by the importance of the setting as a component of the humour, and by the difficulties in establishing outcome measures for humour interventions. Given these difficulties it is understandable that medical teachers might use humour but are unlikely to study it or write about it.

Humor as an Aid in Gerontological Education

Gerontologists are aware of the extent of ageism in modern society that is based on fear and denial of aging. Gerontological educators are challenged to uncover and deal with their own biases as well. Humor is a universal technique for coping with situations which cause anxiety or discomfort: It can transcend social barriers helping to overcome fear and prejudice. The use of humor in teaching is a valuable skill for presenting a body of knowledge which requires substantive facts and awareness of attitudes. This paper presents a selection of humorous anecdotes, riddles, and vignettes about gerontological themes collected by the author during twenty years of social work practice, designed to enrich the educational experience in such areas as demography, physical decline, retirement, mental impairment, sexuality, death and dying, and family relations.