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Delving into Pedagogical Levity: An Inquiry into the Interplay of Experience and Humor in Iranian EFL Teachers' Classroom Beliefs and Practices
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Reza Taherkhani   , Masoumeh Moghimi |
| Bu-Ali Sina University |
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Abstract: (1112 Views) |
| The impact of humor on language acquisition has been documented in scholarly accounts. Hence, this study investigated Iranian pre-service and high-experienced and low-experienced in-service EFL teachers’ beliefs and practices of humor in the classroom. In order to collect data, the researchers adopted four distinct instruments including pedagogical humor questionnaire, semi-structured interview, observation checklist, and field notes. A total of 182 Iranian EFL teachers participated completed the questionnaires, while 10 in-service EFL teachers engaged in semi-structured interviews. Additionally, the second researcher observed 36 classes. The results indicated that both pre-service and in-service EFL teachers believed that humor was effective. Notably, high-experienced in-service EFL teachers displayed more pronounced positive beliefs in humor compared to their pre-service and low-experienced counterparts. The results also disclosed that humor was a routine practice for high-experienced teachers. Based on the findings of the present study, it can be suggested that it is essential to train and educate both pre-service and in-service EFL teachers in order to integrate humor into different EFL classrooms. |
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| Keywords: Beliefs, Humor, Practices, Pre-service teachers, In-service teachers |
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Full-Text [PDF 317 kb]
(276 Downloads)
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Type of Study: Research |
Subject:
Special
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