|
چکیده
|
The current study investigated Iranian pre-service and in-service EFL teachers’ beliefs and practices of humor in the classroom. Wide range of instruments including a questionnaire, observations, semi-structured interviews, and field notes were utilized. To this end, 182 Iranian EFL teachers completed Pedagogical Humor Questionnaire developed by Ketabi and Simin (2009). In addition, 10 in-service EFL teachers participated in semi-structured interviews. The study was nationwide and data were collected from different parts of the country. Moreover, 36 classes were observed by the researcher. The results indicated that both pre-service and in-service EFL teachers’ beliefs of humor level was moderate to high. Also, in-service, high-experienced, and male EFL teachers had more significant positive beliefs of humor than the pre-service, low-experienced, and women counterparts. Likewise, most of the in-service EFL teachers used humor as a routine practice in their classes. Furthermore, high-experienced in-service EFL teachers mostly used humor in their classes and using humor was considered a routine practice among high-experienced in-service EFL teachers, while only few low-experienced in-service EFL teachers used humor in their classes and humor was not considered a routine practice among low-experienced in-service EFL teachers. in conclusion, male in-service EFL teachers mostly used humor in their classes and using humor was considered a routine practice among male in-service EFL teachers, whereas merely few female in-service EFL teachers used humor in their classes and humor was not considered a routine practice among female in-service EFL teachers. To sum up, 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 intentionally integrate humor into different EFL classrooms.
|