i VIETNAM NATIONAL UNIVERSITY — HO CHI MINH CITY UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES FACULTY OF ENGLISH LINGUISTICS & LITERATURE EXPLORING TEACHERS’ USE OF HUMOR IN EFL CLASSROOM COMMUNICATIO[.]
INTRODUCTION
Background to the study
Traditionally, humor was synonymous with mere entertainment and popularity According to Morreall (1983),
The traditional attitude of teachers toward laughter and humor … has been that they are frivolous activities that pull us away from what is important…
If laughter and humor had any place at all, then, it was not in the classroom but outside somewhere, … (p.88)
In recent decades, humor has become increasingly integrated into language teaching by both educators and students Prominent researchers, such as Deneire (1995), Medgyes (2002), and Schmitz (2002), have provided practical recommendations for its incorporation Evidence indicates that humor enhances the linguistic performance of EFL (English as a Foreign Language) learners and positively influences their motivation and attention, as noted by Kavandi & Kavandi (2016) and Swanson (2013) Furthermore, studies reveal that both students and teachers in various Asian contexts, including Hong Kong, Qatar, Thailand, and Vietnam, have favorable attitudes towards the use of humor in the classroom.
Studies indicate that teachers have reservations about integrating humor into their classrooms due to several concerns They fear losing face and control, view humor as a personal trait rather than a skill, and perceive it as a spontaneous reaction (Ali et al., 2015; Forman, 2011; Kang, 2017) While classroom humor shows promise as an effective teaching strategy, it also presents challenges that need to be addressed.
2 challenge for EFL teachers Either way, humor has become an increasingly important area in applied linguistics that “we may just be ready to begin examining closely” (Bell & Pomerantz, 2016, p 193)
Previous research indicates a significant distinction between humor used in teaching and that in everyday conversations, as some types of humor are deemed inappropriate for classroom environments In the context of Vietnam, studies on classroom humor remain limited, with the ethnographic work by Petraki and Pham (2016) being a notable exception that examines university teachers' humor This paper aims to fill the research gap and enhance our understanding of classroom humor in Vietnam.
Aim of the study
In the context of an urban language center, humor is essential for enhancing academic success, as reflected in the center's slogan: “Delight - Inspire - Educate.” This emphasis on joy is particularly relevant for adult learners at the beginner or elementary level, who often exhibit low motivation Similar to Johnson (2009), who found that many individuals learn English to succeed globally, students at this center enroll because they recognize English as a vital language Their motivations vary, with some preparing for future employment and others wishing to communicate while traveling or visiting English-speaking relatives However, these learning needs are not urgent, and attending extra English classes is typically viewed as secondary to their work or formal education.
The English course aims to enhance communicative language skills through numerous opportunities for authentic language use Active participation and engagement are crucial for academic success, while humor is promoted as a remedy for stress and passivity, helping to increase learners' motivation Teachers are encouraged to implement strategies that incorporate amusement and joy into their lesson delivery.
This case study explores the interaction between teachers and students in private language centers, focusing specifically on the role of humor in English language classroom communication It aims to assess how frequently teachers incorporate humor and to understand the perceptions of both teachers and students regarding its use The following section will outline the research questions guiding this study.
This study investigates the role of humor in communication within language classrooms, specifically highlighting instances initiated by teachers To fulfill this objective, several research questions have been formulated.
1 Do teachers use humor in EFL classroom communication? If yes, what forms of humor are used by the teachers?
2 What are the teachers’ perceptions about the use of humor in classroom communication?
3 What are the learners’ perceptions about the teachers’ use of humor in classroom communication?
Significance of the study
This thesis provides valuable insights into classroom humor within a language center in Ho Chi Minh City It aims to reveal the actual humor strategies employed by teachers and how both educators and students perceive the role and impact of humor in classroom communication This research is particularly beneficial for teachers seeking to effectively integrate humor into their teaching practices.
4 humor but are not confident or barely know how, can base on the findings of this study to inform their practice
Previous studies have explored humor from various perspectives but have not thoroughly examined its role within the entirety of classroom communication This includes investigating humor that occurs outside the main lesson focus, rather than limiting it to the formal language used in instruction This study aims to gather data to address this gap in understanding.
Scope of the study
This research focuses solely on the occurrences of humor in English as a Foreign Language (EFL) classroom communication, without addressing the language awareness of teachers and learners or the impact of humor on teaching and learning effectiveness Due to practical limitations, the study examines the humor usage of only three teachers, which is insufficient to represent the broader practices of educators at the center.
Organization of the thesis
The current thesis is presented in five chapters: (1) Introduction, (2) Literature Review, (3) Methodology, (4) Findings and Discussion, and (5) Conclusion
Chapter 1 provides background to the study to better understand the research problems This is followed by the aims, the significance, and the scope of the study
Chapter 2 reviews relevant literature on humor, classroom communication and gives a rationale for the incorporation of humor in classroom communication This chapter begins with an overview of humor involving its definition, categorization, and cultural differences in humor usage It then discusses the concept of classroom communication in this study The chapter
5 ends with a conceptual framework for exploring teachers’ humor in EFL classroom communication
Chapter 3 indicates the methods of research employed by the researcher in conducting this study, which includes the research design, research site and participants, research tools, and the procedure used to collect and analyze data
Chapter 4 presents the findings from the data collected as well as a discussion of these findings It also attempts to link these findings to the related body of literature
Chapter 5 provides a summary of this research Besides, it gives suggestions on incorporating humor in English classroom communication and recommendations for future research on the said domain The limitations of the study are also included in this final chapter.
LITERATURE REVIEW
An overview of humor
Laughter is universally recognized across cultures, yet humor is heavily influenced by context There is no universally accepted definition of humor, nor a comprehensive description of its various forms and characteristics According to the Oxford Advanced Learner’s Dictionary, humor is defined as "the quality in something that makes it funny or amusing; the ability to laugh at things that are amusing." From a psychological standpoint, humor is viewed as a complex phenomenon.
Humor encompasses actions or statements that are perceived as funny, eliciting laughter from others It involves the cognitive processes behind both the creation and perception of amusing stimuli, as well as the emotional response of joy associated with enjoying humor (Martin & Ford, 2018, p 18).
Humor encompasses a range of perspectives that highlight its playful aspects, evoking feelings of amusement and enjoyment Additionally, it is essential to recognize that humor can be expressed both verbally and non-verbally.
In the realm of language teaching and learning, definitions of humor are notably limited To grasp the concept of humor, it is essential to first consider the broader idea of language play, which is often associated with enjoyment and relaxation (Cook, 1997, p 227) Literature frequently uses language play interchangeably with humor, encompassing various forms such as verbal dueling, tongue twisters, songs and rhymes, puns, riddles, jokes, narratives, and playful languages like Pig Latin.
Recent research distinguishes between humor and language play, defining humor as a specific communicative mode intended to amuse (Bell, 2012) While humor falls under the broader category of language play, it is characterized by mirth and laughter, unlike language play, which is not always humorous (Forman, 2011) Additionally, humor is primarily a form of verbal communication; however, it is essential to consider non-verbal humor, as much of our communication occurs at the non-verbal level (Negi, 2010) This study will also explore teachers' use of non-verbal humor.
Recognizing humor involves various contextual cues, both verbal and nonverbal Speakers often use laugh particles at the end of their statements to indicate a humorous intent (Jefferson, 1979) Listeners may respond with laughter, smiles, or gestures such as covering their face, lowering their head, or clapping (Ford & Fox, 2010) Additionally, they can echo the humor or choose to ignore it (Attardo, 2001) These cues are essential for understanding and identifying instances of humor, serving as key indicators for this study.
Humor in this research encompasses both verbal and non-verbal actions that elicit a playful response from the audience, characterized by laughter and various contextual signals.
Gray (2017) states that humans are “linguistic species” who take part in language play “to learn to talk” (p 218) People use humor naturally and usually
Classroom humor differs significantly from everyday humor, as it represents a limited subset of humor types (Deneire, 1995) In English as a Foreign Language (EFL) classrooms, teachers must navigate the appropriateness of humor, as certain forms may not be suitable for the educational environment Consequently, recent literature emphasizes the classification of humor types within the classroom context.
Schmitz (2002) divides humor, used interchangeably with a joke, into three subgroups in accordance with the purpose of language teaching The first type is
Humor in language learning can be categorized into three types: "reality-based jokes," which focus on contextual humor; "cultural-based jokes," which relate to cultural issues; and "linguistic jokes," which involve phonology, morphology, and syntax It is suggested that humor should be integrated into teaching from the beginning and maintained throughout the course However, Deneire (1995) argues that humor should only be introduced after learners have acquired essential linguistic and cultural knowledge Understanding these differing perspectives is crucial for determining the appropriate timing and type of humor to incorporate into the learning process.
According to Martin and Ford (2018), humor can be categorized into four types: performance humor, jokes, spontaneous conversational humor, and unintentional humor Performance humor is associated with staged acts, often introduced through funny videos for learners In contrast, spontaneous conversational humor arises unexpectedly during interactions Unintentional humor, which includes accidental laughter from mispronunciations or mishaps, is unpredictable and deemed inappropriate for educational purposes, thus falling outside the scope of this study This research focuses on humor forms other than unintentional humor.
In his 1981 framework for humor analysis, Perkes categorizes humor into four learning outcome-based categories, evaluated by four independent raters from videotapes of over thirty humorist teachers The analysis focuses on: (1) using humor to convey concepts or reinforce learning; (2) shaping learner behavior by correcting actions and maintaining attention; (3) serving affective purposes; and (4) revealing absurdity and pretension that may be shared but not articulated until a moment of revelation This study serves as a valuable reference for incorporating humor in the classroom, aligning with evidence that humor enhances knowledge retention, student attention, and motivation However, Perkes' research primarily highlights successful humor use among participants known for their comedic teaching style, leaving a gap in understanding the effects of failed humor attempts on teaching and learning outcomes.
Another study by Gorham and Christophel (1990) offers an approach to fill the above-mentioned gap In their research, students are asked to take note of
In a study examining the relationship between humor types used by teachers and student learning, researchers identified thirteen categories of humor, which can be grouped into five main types The first group includes brief comments made by teachers that target various subjects, such as individual students, the entire class, or even the teacher themselves The second category consists of anecdotes, which are further divided into four subgroups based on their personal nature This analysis highlights the significance of humor in fostering immediacy and enhancing the learning experience from the students' perspectives.
The classification of humor in the classroom includes five distinct groups: general anecdotes, jokes, physical or vocal comedy, and a category labeled "others." This diverse classification scheme allows for a comprehensive exploration of classroom humor and will serve as a foundational reference for the conceptual framework of the current study.
Various forms of humor, such as parody, humorous songs, quips, wit, and visual humor, are recommended for pedagogical applications Additionally, humor can arise from linguistic complexities, including puns, tongue twisters, and riddles Collectively, these studies offer valuable insights into the diverse types of humor, particularly in instructional contexts.
2.1.3 Cultural differences in humor usage
Laughter is a universal phenomenon, yet humor varies significantly across cultures Research by Jiang, Li, and Hou (2019) highlights key differences between Eastern and Western humor Eastern cultures tend to use humor less as a coping mechanism for negative experiences, such as fear or stress, and favor more affiliative humor that promotes collectivism and harmony, rather than aggressive humor Understanding these cultural influences is crucial for humor research, as established literature may not apply equally across different cultures Therefore, studies on humor should consider cultural contexts to uncover emerging themes effectively.
With regards to the Vietnamese humor, according to Hoang (2020),
Classroom communication
Classroom communication encompasses the various ways language is utilized to enhance interaction between teachers and students (Walsh, 2011) This interaction is crucial for fostering student learning, as pedagogic goals are reflected in the dialogue that occurs during lessons (Walsh, 2011) Additionally, classroom communication extends beyond direct exchanges, incorporating the entire teaching and learning process, including tasks, physical cues, and external influences (Puro & Bloome, 1987).
12 students and students during role-plays, teacher and students conversations, or students and a reading text
This study specifically examines teacher-learner interaction as a key aspect of classroom communication According to Hurt, Scott, and McCroskey (1978), effective teaching relies heavily on strong communication skills As Puro and Bloome (1987) emphasize, learning is fundamentally rooted in interpersonal communication.
Extensive research has focused on how teachers can effectively manage and monitor classroom interactions to enhance learning A common framework in this area is the I-R-F (Initiation – Response – Feedback) sequence, where the teacher initiates interaction, followed by student responses and teacher feedback This model, introduced by Sinclair and Coulthard in 1975, has influenced decades of research on classroom discourse Traditionally, studies have emphasized the I-R-F structure, with teachers steering interactions toward educational objectives However, recent findings indicate that teachers should also leverage non-pedagogic interactions, such as humor and off-task discussions, to create additional learning opportunities.
& Akcan, 2016; Victoria, 2019) These forms of talk even constitute a mode of classroom communication The next sections will provide further information on these classroom communication modes, especially where humor belongs
Numerous studies have explored various forms of classroom communication For instance, Gil (2002) identified two modes of interaction: the pedagogic mode, which is focused on the curriculum, and the natural mode, which does not appear to have any educational objectives Additionally, research by Wells (2006) further contributes to this understanding.
Classroom interaction can be categorized into three main types: content, procedures, and behavioral control, as identified by 13 This classification emphasizes the role of communication in distinguishing these functions Additionally, other researchers have classified classroom communication based on emotional connection levels (Pianta, Hamre & Mintz, 2012b), the subject of interaction (Hartwick, 2018), and lesson focus (Victoria, 2019).
This research focuses on classroom communication, particularly examining on-task and off-task interactions, drawing on Victoria's (2019) insights It aims to explore the role of humor in teaching, encompassing all humorous episodes during instruction, including both discussions and off-task moments For instance, Victoria (2019) illustrates this with a scenario where teacher Tom uses the moments before break to engage students in language play, teaching them the idiomatic expression "let your hair down."
174 Tom: SO, (.) TIME to RELAX!
175 let your HAIR DOWN, Phillip (in a smiley voice)
176 let your HAIR down! (laughs)
The teacher explained that "let your hair down" means to relax, humorously emphasizing the phrase by pointing to Phillip, who had a shaved head This light-hearted moment, while not directly related to the curriculum, facilitates genuine language use Such instances are supported by contemporary literature, with Richards (2006) noting that meaningful conversations between teachers and students in the classroom are indeed achievable.
All considered, classroom communication is to be examined vis à vis both on-task and off-task interaction in this study of teacher’s humor So far, the
14 concepts of humor and classroom communication have been clarified The next section will give information on the integration of humor in classroom communication.
The incorporation of humor in EFL classroom communication
Numerous studies highlight the positive impact of humor across various academic fields, including nursing, statistics, mathematics, and language courses Humor is regarded as a "most powerful resource" for teachers, enhancing student evaluations and fostering a better classroom atmosphere Additionally, it boosts learners' motivation and retention, ultimately contributing to effective language acquisition by transforming the "haha" of humor into the "aha" of learning.
2006) Wrench, Richmond, and Gorham (2009) give an explanation on how humor, as a teacher communicator behavior, brings about effects:
Incorporating humor into teaching enhances long-term memory retention and accelerates recall, as it boosts endorphin levels during the learning process.
Humor has positive physical and psychological effects, making it a valuable tool for integration into education While teachers are not meant to be entertainers, effectively incorporating humor can enhance the learning experience and make classes more enjoyable.
2.3.2 Humor in EFL classroom communication
Particularly in language classrooms, there are still debatable issues around the integration of humor There are both strengths and limitations
Research by Wanzer, Frymier, and Irwin (2010) highlights the benefits of instructional humor in enhancing learning through the Instructional Humor Processing Theory Wulf (2010) supports this by advocating for a humor competence curriculum in language teaching Humor is recognized as a key trait of effective teachers, fostering interaction and strengthening the teacher-student relationship (Norton, 1983; Witt, 2016) It plays a crucial role in capturing students' attention, and teachers can be trained to effectively incorporate humor for positive outcomes (Ziv, 1988) In English Language Teaching (ELT), humor has been utilized to improve specific skills, including translation (Schmitz, 2002) and listening (Rafiee, Kassaian & Dastjerdi).
The use of humor in the classroom enhances engagement and supports language acquisition, as highlighted by Hayati et al (2011) According to Krashen’s (1985) affective filter hypothesis, learners face challenges in acquiring language input in stressful environments Thus, fostering a non-threatening learning atmosphere is crucial for academic success Humor serves as an effective tool to create such an environment, offering significant psychological benefits.
In the 21st century, it is essential to recognize the complexity of the language classroom, which should be playful, authentic, and balanced between form and meaning, as well as fiction and fact To foster active participation among learners, diverse approaches are necessary Additionally, incorporating fun and humor is considered beneficial in English as a Foreign Language (EFL) settings, as research supports the effectiveness of humor in enhancing the learning experience.
In terms of adverse effects, critics of instructional humor express their concerns about the application in EFL classrooms First, a study by Stroud
In a teacher-centered classroom, humor can create pressure for learners, particularly those who are passive in their learning or have lower linguistic abilities, making them less likely to enjoy it This observation aligns with Deneire's (1995) study, which suggests that humor should be introduced only after students have developed sufficient linguistic skills.
While humor can enhance cultural engagement in the classroom, excessive use may lead to perceptions of insincerity regarding the subject matter, potentially hindering inexperienced teachers' ability to manage their classes effectively Additionally, inappropriate humor can undermine a teacher's credibility, particularly when it involves disparaging comments, aggressive jokes, or ridicule, which can be detrimental if not carefully contextualized.
2.3.3 Previous studies in the Vietnamese context
Pham H (2014) highlighted the lack of research on humor in Vietnam, noting that while there has been significant study on games and communicative activities, humor remains underexplored (p 7) His work is among the few that investigate the use of humor by teachers in EFL classrooms, revealing that both teachers and students positively embraced humor, with all teachers incorporating it into their teaching practices.
Teachers predominantly utilized humorous comments, jokes, and funny stories in their instruction, which were found to enhance students' learning and improve teacher-student relationships The benefits of humor extended to both affective and cognitive processes, with students acknowledging that humor significantly boosted their interest and motivation in learning.
T (2020) conducted a qualitative study exploring English students' views on their teacher's use of humor The results aligned with Pham H (2014), identifying humorous teacher talk, jokes, and funny stories as the three most prevalent types of humor Furthermore, the author proposed additional insights based on the findings.
The article discusses a framework for developing humor in English teachers, suggesting that even those who are not naturally humorous can effectively incorporate humor into their teaching It highlights several key factors that educators should consider to use humor successfully in the classroom While previous studies on humor have focused on university settings and confirmed its appropriateness in English instruction, there is a lack of information regarding the practices of teachers in private institutes, particularly in centers that promote a fun learning environment as a key feature.
Conceptual framework
This section is dedicated to elaborating this study’s conceptual framework in the light of the above-mentioned theoretical perspectives on classroom humor and classroom communication
Despite numerous studies supporting the use of humor in English language classrooms, there is limited understanding of how teachers implement humor, particularly in private language centers This study aims to determine if teachers incorporate humor during lessons If humor is absent, it will explore the perceptions of both teachers and students regarding classroom humor to understand its lack Conversely, if humor is present, the research will analyze the types of humor utilized and whether these instances occur during on-task or off-task activities, followed by an examination of the opinions of teachers and students on the role of humor in the classroom.
This research utilizes Gorham and Christophel’s (1990) classification of humor, which categorizes it into five primary types: brief teachers’ comments, anecdotes, jokes, physical and vocal comedy, and others Additionally, this study incorporates linguistic and visual humor, while intentionally excluding unintentional humor The rationale behind this categorization scheme is outlined in the research.
The literature review identifies various methods for categorizing humor based on subjects, purposes, immediacy, and relevance to learning content Notably, Gorham and Christophel’s (1990) classification is highlighted for its integrated approach and clear distinctions among humor types, which are also observable by outsiders Furthermore, the humor types identified in their study align with significant research findings within the Vietnamese context.
(2) The data in Gorham and Christophel’s (1990) study is “provided by undergraduate students enrolled in basic, non-required communication courses
18 which did not include a performance component” (p 49), which bears close similarities to the setting of the current study
This study focuses on an English communication course, expanding on Gorham and Christophel’s (1990) research by incorporating linguistic and visual humor Linguistic humor, as defined by Schmitz (2002), involves teachers leveraging the nuances of the English language to create enjoyment, exemplified by puns that utilize homophones, homographs, or figurative language Additionally, laughter can stem from playful manipulation of phonology, morphology, or syntax Visual humor, on the other hand, emphasizes the deliberate use of humorous images, cartoons, or videos, akin to the "pictorial humorous illustrations" described by Bryant et al (1981).
The concept of humor extends beyond spontaneous moments to include its integration into lesson planning Visual humor plays a crucial role in this by enabling educators to explore humorous elements in material preparation, such as finding amusing images that complement the lesson.
(4) This study aims at exploring teachers’ humor; thus, incidental humorous occurrences by the teacher or humor initiated by students and other sources are excluded from the analysis
To enhance the understanding of humor in classroom communication, it is essential to categorize instances of humor based on their occurrence during either the intensive learning phase or in spontaneous, off-task situations Consequently, each humor episode will be classified into one of two communication modes: "on-task" or "off-task."
Regarding the aforementioned factors, a conceptual framework featuring teachers’ humor use in classroom communication is illustrated in Figure 2.1
Figure 2.1 serves as a guideline for observing classroom interactions and conducting interviews to assess the use of humor in English classrooms It highlights three key themes: humor categories, the learning modes in which humor is utilized, and the perceptions of both teachers and students regarding humor This conceptual framework is essential for the study, as it aids in selecting suitable methods and instruments, making the research process more manageable.
METHODOLOGY
Research questions
This qualitative research aims to explore teachers' intentional use of humor in their interactions with students The study focuses on gathering data to answer specific research questions related to this topic.
1 Do teachers use humor in EFL classroom communication? If yes, what forms of humor are used by the teachers?
2 What are the teachers’ perceptions about the use of humor in classroom communication?
3 What are the students’ perceptions about the teachers’ use of humor in classroom communication?
Research design
This study utilized a qualitative case study methodology to explore the use of humor by teachers and the perceptions of both teachers and students regarding humor in the classroom The choice of qualitative research was deemed suitable due to the exploratory nature of the research questions, aiming for an in-depth exploration of the topic (Cresswell, 2012).
A case study was selected to explore teachers' use of humor, as it reveals the various factors that contribute to the unique characteristics of the subject being studied (Yin, 1989, p 82).
This study utilized a comprehensive data collection approach, employing three research tools: classroom observations enhanced by video recordings, semi-structured interviews, and focus group interviews, both supported by audio recordings.
The observation aimed to investigate the use of humor in English as a Foreign Language (EFL) classroom communication, specifically focusing on the extent of its usage and identifying the various types of humor employed.
Semi-structured interviews were conducted to validate observational data on humor classification and to explore teachers' perceptions of humor in classroom communication Given the complexity of humor and its varying interpretations among individuals, the researcher cross-checked specific instances with teachers to ensure accurate analysis These interviews provided valuable insights into how teachers utilize humor in their interactions with students.
Focus group interviews were held to explore students' perceptions of teachers' use of humor in the classroom, addressing the third research question This approach allowed for an examination of teachers' humor from various perspectives.
Moreover, this is an instrumental case study as described by Stake (1995),
In our exploration of teaching methods, we can select a specific teacher to analyze, focusing on her overall teaching style while emphasizing a particular aspect of her approach This method of inquiry, known as an instrumental case study, aims to achieve insights beyond merely understanding the individual teacher.
In this study, three teachers were selected to explore the role of humor in classroom communication, focusing solely on this aspect of their teaching This approach is classified as an instrumental case study, as it was deemed the most suitable research design to achieve the defined research objective (Maxwell, 2005, p 17).
Research site and participants
This research was carried out at an urban English Center in Ho Chi Minh City, which aims to enhance communication skills for adult learners aged eighteen to fifty-five The center specializes in English communication training tailored to meet the needs of this diverse age group.
The course consists of four stages: foundation, step 1, step 2, and step 3 In the initial stages, learners are taught by Vietnamese instructors, while steps 2 and 3 feature Filipino and American teachers, respectively As of 2020, the center has established over sixty campuses across major cities in Vietnam This center was selected for research due to the researcher's familiarity with the environment, which helps reduce common research challenges like access and approvals (Creswell, 2013).
Class observations took place at two campuses located in Binh Thanh District and Phu Nhuan District Semi-structured interviews with teachers and focus group discussions with students were conducted both on-site and at alternative locations, such as a café or online, to accommodate practical considerations.
The study involved three teachers from Ho Chi Minh City, selected based on their acquaintance with the researcher, without regard to gender, teaching methods, experience, or humor orientation All participants are in their late twenties, with teaching experience ranging from three to five years, and have been instructing communication courses at the center for one to three years.
Fourteen students from one Step 2 class and two foundation classes participated in focus group interviews These interviews were scheduled within a week following class observations, with one taking place at the center immediately after a lesson and the other two conducted a few days later to accommodate the participants' availability.
Research tools
This study applied qualitative research analysis using observation, semi- structured interviews, and focus group interviews to explore the teachers’ use of humor during class time
The researcher conducted classroom observations based on a conceptual framework that identified various types of humor Instances of humor were recorded whenever signs of enjoyment and humor cues were present.
In section 2.1.1, the researcher conducted two observations of a single class to assess the impact of lesson focus and topics on student engagement As a non-participant observer, the researcher collected field notes and supplemented this data with video recordings to analyze the subtleties of humor in the classroom The use of digital video enables real-time action capture and allows for repeated analysis, enhancing the understanding of classroom dynamics (Borko, Jacobs, Eiteljorg, & Pittman).
In 2008, concerns arose regarding the use of classroom video recordings, as not all participants felt comfortable being filmed To address this, the researcher prioritized building rapport with participants and obtained consent from both the center and teacher participants Teachers assisted in communicating with their classes about the observations, and the researcher emphasized that the video recordings were solely for scientific discovery, ensuring that consent was obtained from all involved.
The second tool utilized in the research was semi-structured interviews, which provided a procedural framework while allowing flexibility for deeper exploration of responses (Mackey & Gass, 2005, p 173) Each interview, lasting between 25 to 35 minutes, was audio recorded for thorough analysis Respondents were guided by five predetermined questions (refer to Appendix D) aimed at addressing the research questions, supplemented by follow-up inquiries to seek clarification, draw comparisons, and uncover new insights.
Focus group interviews were utilized to gather perceptions, information, attitudes, and ideas from participants with relevant experience, as noted by Vaughn, Schumn, and Sinagub (1996) The interactive nature of these interviews set them apart from individual interviews, allowing for a deeper understanding of teachers' use of humor Students could discuss and expand on each other's ideas, highlighting that humor is subjective and evolves over time, as emphasized by Bell and Pomerantz (2016).
Data collection procedure
This exploratory study involved data triangulation (collected from class observations, teacher interviews, and student focus group interviews), which enabled the researcher to validate and cross-check the research findings
In August 2020, a pilot study was conducted to prepare for data collection, involving the observation of two classes and interviews with teachers and focus groups immediately after each class Each class was observed twice to account for variations in humor related to lesson topics The interviews were timed post-observation to help teachers recall and reflect on humorous moments effectively This pilot phase confirmed the appropriateness of the chosen data collection tools, although it revealed issues with sound quality in video recordings, particularly when teachers moved away from the camera To address this, an additional voice recorder was placed at the back of the classroom to ensure comprehensive data capture.
After the pilot stage, classroom observations were conducted in three different classes, each observed twice for one and a half hours The findings reported in this study are based solely on the second observation of each class, as both teachers and students exhibited greater comfort during this session To mitigate the potential Hawthorne effect, participants were informed that the research would focus on a specific aspect of teaching without explicitly mentioning humor The Hawthorne effect, as described by Salkind (2010), refers to the tendency of participants to alter their behavior when they know they are being observed Consequently, data collection began with the observations, and teachers and students were informed about the research's focus on teacher-initiated humor only at the start of the interviews.
In a comprehensive study, 25 observations were conducted in the classroom, where field notes were meticulously recorded A camera was installed to document all activities with the participants' consent, while a voice recorder was positioned on the opposite side of the room to ensure data redundancy.
Semi-structured interviews with teachers and focus group interviews with students were conducted shortly after lessons, typically within a week, depending on availability Teachers expressed themselves comfortably in English, while students participated in Vietnamese Participants were encouraged to discuss humor phenomena, even if they were unsure about specific terminologies All interviews were recorded for transcription and analysis, with focus group discussions later translated into English Teacher interviews lasted 25 to 35 minutes, while focus groups ranged from 19 to 33 minutes One teacher interview was conducted via Skype, which proceeded smoothly but lacked the personal connection and non-verbal cues present in face-to-face interactions, as noted by Seitz (2015) Other interviews were held in person at a center or café.
Data was collected from September 28 to December 5, 2020 During the final observations on December 1 and 3, the teacher and students were mandated to wear face coverings in classrooms due to the Covid-19 pandemic Despite this requirement, teaching and learning activities continued uninterrupted as everyone adapted to living with the virus during the second wave of the pandemic in Vietnam.
Table 3.1 presents the timeline for the data collection process in this study, detailing the research tool, participants, venue, and the timing of data administration across the three classes.
Class Research tool Participants Venue Time of administration
01 Observation Class 1 A classroom at the center
Teacher 1 A staff room at the center
02 Observation Class 2 A classroom at the center
Teacher 2 Online via Skype 19 Oct 2020
03 Observation Class 3 A classroom at the center
Data analysis scheme
Classroom observations and interviews were analyzed qualitatively, focusing on identifying humor episodes through field notes and multiple reviews of recorded videos The process of demonstrating the complexities of humor proved to be challenging.
Humor is a complex amalgamation of various behaviors rather than a singular concept, and any attempt to provide a comprehensive explanation is likely to fall short by only addressing its components superficially.
Therefore, conversation analysis was applied to look closely at the types of teacher-initiated humor Conversation analysis is referred to by Markee (2000) as the study of
The sequential structure of talk-in-interaction reveals how interlocutors orient themselves in real-time to the preferred practices that shape conversational behaviors, such as turn-taking and repair, across various speech exchange systems.
This methodology effectively captured the nuanced meanings of words in interpreting observational data The analysis focused on humor through the interactions between participants Humor excerpts were transcribed according to Bell and Pomerantz’s (2016) conventions Subsequently, the types of humor and modes of classroom communication were identified in alignment with the study’s conceptual framework.
Data from interviews with teachers and students were transcribed and analyzed using QDA Miner Lite, a computer-assisted qualitative analysis software The thematic analysis organized the findings to ensure they addressed the research questions, leading to the identification of new themes The results were structured around the three research questions, and the article concludes with suggestions for incorporating humor and recommendations for future research.
Summary of the research methodology
This chapter outlines the research process, beginning with the rationale behind the selected research design and data collection methods, followed by a detailed description of the study's context and participants.
This was followed by the description of step by step data collection and analysis procedure Figure 3.1 visualizes the research methodology to conduct this study
Figure 3.1 Summary of the research methodology
A qualitative case study was conducted to address three research questions, utilizing classroom observation, semi-structured interviews, and focus group interviews as the primary research tools Data collection was enhanced through field notes, video recordings, and audio recordings, with each class observed twice for 1.5 hours The session that yielded the most generalizable results on humor usage was selected for analysis Three teacher interviews, ranging from 25 to 35 minutes, and three student interviews, lasting from 19 to 33 minutes, were conducted The collected data was analyzed using conversation analysis and thematic analysis techniques.
This research design facilitated the collection and analysis of data to address the previously stated research questions The subsequent chapter presents and discusses the findings.
FINDINGS AND DISCUSSION
Findings
The results are organized chronologically based on the data collection process, beginning with the findings from class observations, followed by insights from teacher interviews, and concluding with the outcomes of student focus group interviews.
Three class observations, each lasting 1.5 hours, revealed that all teachers incorporate humor into their classrooms, though the frequency and types of humor vary significantly Teacher-initiated humor is identified through various verbal and nonverbal cues, such as laughter, smiles, expressions of appreciation, handclaps, and body movements The classification of humor types follows the study's conceptual framework, with each type illustrated by specific examples from actual classroom interactions To maintain confidentiality, students' names in these examples are represented by pseudonyms.
Teacher 1 covered the topic “A doctor’s visit.” There were fourteen students in his class Students are of mixed age, from early twenties to fifties This was a step 2 class, so the students were expected to be able to understand instructions and respond in English Class time was from 7:30 pm to 9:00 pm
The teacher effectively infused humor into his lessons, engaging students during both focused and casual activities His jovial demeanor while sharing language knowledge fostered a friendly environment By interacting with individual students and initiating small conversations, he encouraged laughter and created a congenial classroom atmosphere from the very beginning.
In the final 30 minutes of the lesson, the teacher, a Filipino, often shared his humor in English, which the students easily understood and responded to, creating a joyful atmosphere filled with smiles.
The students exhibited a shared sense of humor, although there were instances where humor was interpreted differently by individuals In cases where humor was not directly related to the lesson, such as playful teasing, only a few students engaged, while the majority remained indifferent Despite this, all humorous incidents were recorded, as any humor cue from a student was considered a valid attempt at humor in the study.
Teacher 1 incorporated five out of seven kinds of humor, except for linguistic humor and visual humor The following table presents the types of humor used by teacher 1 in descendant order of frequency
Types of humor used by teacher 1
No Type of humor Number of uses
This article explores various types of humor, supported by multiple examples A detailed analysis of each humor episode was conducted using video recordings of the lesson.
First, physical and vocal comedy top the list The teacher used body language to illustrate the new words such as “swallow,” “cough,” “constipation,”
The teacher effectively used expressive body language, vocal variations, and exaggerated gestures to engage students and convey English vocabulary meanings, even incorporating toilet humor to create a fun learning environment His open posture and animated movements, including a demonstration of a toilet position to illustrate "constipation" and "stool," surprisingly enhanced student enjoyment and understanding While some students laughed heartily, others remained neutral without negative reactions This approach, referred to as a "green joke" in the Philippines, highlights the effectiveness of humor in education, as the teacher also utilized facial expressions, such as raising his eyebrows and winking, to further introduce comedic elements into the lesson.
Moreover, there was usually more than one form of humor in one playful interaction In the following example, physical and vocal comedy was combined with jokes
Humor episode Type of humor
Mode of classroom communica -tion
The teacher was explaining the meaning of new vocabulary
T: Next Everyone let’s say swollen
T: We say swollen if it becomes a little bit (.) bigger (2),
T: ok, and the color will be (2),
T: “PURPLE,” ok maybe purple or (2) a little bit dark, yeah, a little dark or maybe purple, ok, ’example you fought with your (.) ☺ boyfriend, ☺ (raise inner eyebrows)
T: ☺ so the girlfriend fought you in the face ☺
(punching at himself in one eye)
T: In the morning? (.) it will be colored purple, and it -
T: ☺ brown, if my skin is brown, it will be more brown.☺
Gem: yes (loud out loud)
T: ok BROWN, ok everyone let’s say swollen
In the conversation, the teacher used a dramatic approach to convey language knowledge, incorporating humorous unscripted remarks His vocal tone, facial expressions, and body movements contributed to a lively atmosphere, resulting in laughter among the students.
The teacher skillfully orchestrated the show, guiding the conversation while the students added humor He introduced lighthearted moments, allowing the students to enjoy themselves before refocusing their attention on the lesson during the on-task activity.
Creating a vibrant atmosphere significantly encouraged learners to laugh easily They responded with laughter not only to the teacher's questions but also to friendly remarks, regardless of their humor The contagious nature of laughter was evident, as the learners continued to engage in humor once the mood was set This type of laughter can be categorized under a specific classification.
“other.” Surprisingly, there were so many of them that “others” ranked second, with seven instances such as some in the following stretches of talk
Humor episode Type of humor
Mode of classroom communica -tion
The teacher was waiting for some latecomers, and one hurried his steps into the class The teacher greeted him and asked:
T: Have you had dinner yet?
Joe: Yes, I just had dinner
T: What did you have for dinner?
T: Saigon Bun Bo or Hue Bun Bo (smile)
Joe: ☺ Hue Bun Bo in Saigon ☺
After giving instruction for an activity,
T: ok, everyone stand up, let’s go, let’s go around
At the end of the period,
T: = ok very good, so that’s it for tonight guys?
Thank you so much and have a great (2) evening!
A notable aspect of these humor episodes is the lack of witty dialogue or action, replaced instead by subtle humor responses like smiles Observations indicate that a friendly and relaxed teacher fosters amiability and positive behavior among students, with smiles often serving as indicators of friendliness and politeness This type of humor differs from traditional literary humor, leading the researcher to categorize these expressions as “Other.” These humor responses were observed during both on-task and off-task activities, often occurring briefly as students entered or exited the classroom, and were generally unrelated to the lesson content.
Teacher 1 effectively used humor, including jokes and anecdotes, to create an enjoyable learning environment while explaining new vocabulary By asking engaging questions and incorporating humorous follow-ups, he successfully maintained student interest and encouraged increased participation.
Humor episode Type of humor
Mode of classroom communi- cation
After the students went around the classroom and surveyed others on the topic of health problems, the teacher led a class discussion about their findings
T: “Mina?” What is your allergy
Mina: I allergy erh erh (.) weather changing
T: Ah, change of the weather, *change of the weather*
How about Sandy Allergy with?
T: ☺Not men, ok Not you have an allergy about men.☺
T: = OK Who else Who else (2)
T: Ah, ok, me I have allergies with, (4) ☺ women ☺
Sts: (…) (smile, look at the teacher)
☺ = NO NO NO, just kidding, ok NEXT ☺
The teacher explained the meaning of new words and asked questions related to them When it came to the word
“diarrhea”, he asked the class for its causes
T: YES, “spicy food,” and sometimes it’s very painful,
Yeah, if you eat a lot of spicy food, you will have diarrhea
When the teacher was checking attendance, the class heard
“diarrhea” from one student’s phone as he was checking its pronunciation in an online dictionary The teacher laughed and repeated the word “diarrhea,” then said:
T: hhh Oh my god One of your classmates has diarrhea, so he didn’t come to class today
Jokes and anecdotes share similarities, with the key difference being that anecdotes convey stories or information about real people or events, while jokes are often more random In the classroom, the teacher seamlessly integrated jokes and anecdotes into discussions, fostering genuine communication without straying from the lesson content For instance, vocabulary words like "allergy" and "diarrhea" were presented in engaging contexts that entertained students while enhancing their learning experience.
The last type of humor from observation is brief tendentious comment It can be just one word from the teacher that ignites fun in the classroom
Humor episode Type of humor
Mode of classroom communi- cation
The teacher was teaching the word “lose weight,”
T: TED Oh!, Ted you want to lose weight?
T: How many kilograms do you want to lose
T: So, how many kilograms do you want to lose
Ted: Urr Want (2) Seventy-five kilograms
T: Arh, seventy-five kilograms, so you want to lose? (2)
Sts: (laugh out loud) Brief tendentious comment (directed at
Some students were using Vietnamese to discuss during a class activity,
Sts: (laugh) (looking at the teacher)
Brief tendentious comment (directed at individual)
Discussion
This section analyzes the findings from classroom observations and interviews with teachers and students, focusing on how they address the three research questions of the study Additionally, it connects these findings to relevant literature in the field.
4.2.1 Teachers’ use of humor in EFL classroom communication
This study aimed to investigate the use of humor by teachers in communication courses at a private language center The results revealed that all three teachers employed humor in their classroom interactions, both during on-task and off-task activities Notably, one teacher utilized humor in English primarily while conveying language knowledge, while the other two incorporated humor exclusively during off-task activities, with all instances of humor recorded in Vietnamese.
Teachers employ various forms of humor in the classroom, aligning with the classifications by Gorham & Christophel (1990), which include brief tendentious comments, anecdotes, jokes, physical and vocal comedy, among others Additionally, one teacher reported utilizing visual humor as part of their teaching approach (Bryant et al.).
Research indicates that teachers often anticipate visual and linguistic humor, such as tongue twisters (Schmitz, 2002), but these forms were only utilized once during the course Most humor in the classroom was reactive to spontaneous events, supporting the findings of Petraki and Pham (2016) that teachers prefer spontaneous humor over prepared humor.
What is surprising is that the highest number of laugh episodes in this study were found in the category “other” A humor instance was recorded as long as
The study observed various humor cues such as laughter, smiles, and body movements among students However, there were instances where these cues did not correspond to genuinely funny moments, as evidenced by students laughing when their teacher expressed gratitude with phrases like “thank you so much and have a great evening.”
At the conclusion of the lesson, teachers often say "enjoy your dinner," which does not fit into the seven established humor types such as jokes, anecdotes, or visual humor Instead, these expressions are categorized as "other." Interestingly, instances of humor in this category are significantly more prevalent than those in the other groups.
The current data seem consistent with the work of American psychologist Provine (1996) who finds that
Most conversational laughter occurs in response to everyday comments rather than structured humor, with less than 20 percent of laughter linked to jokes or formal attempts at humor Instead, laughter often follows simple remarks like "Look, it's Andre," "Are you sure?" and "It was nice meeting you too."
Teachers' friendliness and caring nature can have effects similar to humor, fostering enjoyment among students Friendly remarks from teachers often elicit smiles and positive responses, with one student noting that the teacher's smile alone brings him happiness This suggests that humor may be linked to the teacher's energy and relaxed demeanor, indicating that joy in the classroom largely stems from acts of warmth and friendliness.
The study reveals that establishing a strong teacher-student rapport fosters an in-group type of humor, creating a relaxed atmosphere for both teachers and students This environment encourages laughter and enhances comfort in learning, allowing teachers to engage students with simple remarks that may not be overtly humorous However, those who do not feel part of the group may miss out on this dynamic.
69 one can hardly understand the humor and rationally explain the reasons for the laughter
Building constructive rapport in the classroom allows for the use of off-color humor, such as green jokes and sarcasm, without negative consequences For instance, Teacher 1 effectively employed physical and vocal comedy to deliver a green joke, while Teacher 3 used sarcasm through brief, tendentious comments, both of which elicited positive responses from students This observation challenges previous research that cautioned against such humor in educational settings, with Nguyen (2002) labeling personal hygiene as a "taboo subject" and Shade (1996) describing sarcasm as "brutal" and advising against its use However, it is essential to consider additional factors beyond the potentially harmful aspects of these humor types.
In this study, the use of harmful humor had minimal negative effects due to several factors A positive classroom atmosphere was established, with students eagerly anticipating the teacher's humorous remarks The occasional use of green jokes or sarcasm was seamlessly integrated into the flow of humor, preserving the strong bond between the teacher and students Importantly, the green jokes were relevant to the health-related lesson, allowing students to learn vocabulary such as "diarrhea" and "stool." The foreign teacher's cultural background made such topics less taboo, enabling him to present them naturally and comfortably, which prevented any feelings of offense or embarrassment among students Additionally, the students recognized that the teacher's sarcasm was intended purely for humor, as evidenced by the target of the sarcasm referring to the situation as "normal."
(em thấy bình thường) to talk about the experience that day (focus group 3) If
"Appropriate humor," as defined by Machlev and Karlin (2016), refers to a sense of humor that makes individuals feel comfortable (p 3) In certain contexts, the use of green jokes and sarcasm can be deemed suitable Thus, it is essential to be mindful of the humor we employ.
Humor varies significantly based on its types, context, purpose, target audience, and the method of delivery in each specific situation.
4.2.2 Teachers’ perceptions about the use of humor in classroom communication
Interviews with teachers reveal a positive perception of humor's role in the classroom, highlighting its benefits as a teaching technique Educators noted that humor motivates students, creates a lighter classroom atmosphere, and enhances language retention, aligning with previous research (Neuliep, 1991; Ruggieri, 1999; Morrison, 2008) Additionally, one teacher shared that humor increases his enjoyment of teaching, making him eager to attend classes This insight underscores the often-overlooked impact of humor on teachers themselves, beyond its effects on students.
Teachers often rely on humor instinctively in their classrooms, primarily through jokes and body language However, data analyses indicate that they employ a wider variety of humor types than they realize This oversight may stem from two main reasons: humor is typically not included in lesson plans and is often a spontaneous response to classroom events Additionally, while teachers utilize tongue twisters and other forms of linguistic humor, they do not recognize these as intentional humor attempts, associating humor in teaching more with everyday conversational styles.
Teachers viewed humor not only as a personal trait but also as a learnable skill This viewpoint is supported by different researches On the one hand, Howe