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Investigating Humor Integration in Tunisian Tertiary English Classes: A Comparative Study of Teachers’ and Learners’ Perceptions

Advances in language and literary studies, 2021-01, Vol.12 (3), p.127 [Peer Reviewed Journal]

2021. This work is published under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2203-4714 ;EISSN: 2203-4714 ;DOI: 10.7575/aiac.alls.v.12n.3.p.127

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  • Title:
    Investigating Humor Integration in Tunisian Tertiary English Classes: A Comparative Study of Teachers’ and Learners’ Perceptions
  • Author: Fki, Najla
  • Subjects: College Faculty ; College Students ; Curriculum development ; English (Second Language) ; English as a second language instruction ; Foreign Countries ; Gender Differences ; Higher education ; Humor ; Instructional Effectiveness ; Intellectual Disciplines ; Majors (Students) ; Preferences ; Second language teachers ; Student Attitudes ; Students ; Teacher Attitudes ; Teacher Improvement ; Teaching Methods
  • Is Part Of: Advances in language and literary studies, 2021-01, Vol.12 (3), p.127
  • Description: This study examines lecturers’ and learners’ perceptions on humor use in Tunisian tertiary classrooms, focusing specifically on the English major. The ultimate aim is to explore the types and frequency of humor use on the one hand and whether teachers regard humor in the same light as their students on the other. To this purpose, a mixed-methods approach consisting of questionnaires and semi-structured interviews is adopted to collect quantitative and qualitative data for analysis. The findings revealed that, in terms of frequency, humor is used by all interviewed teachers irrespective of their gender. Yet, the general percentage of humor use remains moderate and limited to specific oral subjects as confirmed by the students. The results also indicated the participants’ agreement on the efficiency and preference of verbal, spontaneous and relevant humor types. However, it has been shown that the lecturers use a very limited repertoire of humor forms, neglecting jokes which are more appreciated by their students. Inconsistencies between the participants’ responses are further traced at the level of their attitude towards humor use in class. While most of the teachers believe that the merits of humor are undeniable, they expressed skepticism and discomfort in dealing with this tool in class. To overcome these lacunas, this study builds on the students’ recommendations to improve their teachers’ practices and can therefore be a starting point for EFL curriculum designers in Tunisia to revise current materials for a better humor integration in higher education.
  • Publisher: Footscray: Australian International Academic Centre PTY. Ltd (AIAC)
  • Language: English
  • Identifier: ISSN: 2203-4714
    EISSN: 2203-4714
    DOI: 10.7575/aiac.alls.v.12n.3.p.127
  • Source: ERIC Full Text Only (Discovery)
    ProQuest Central
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