On the Effects of Teacher’s Sense of Humor on Iranian’s EFL Learners’ Reading Comprehension Ability

Fateme Ghanei Motlagh, Khalil Motallebzade, Mohammad Ali Fatemi

Abstract


Teacher’s sense of humor is like a miracle in creating effective teaching and learning environments where there is no place for stress and anxiety but instead intrinsic motivation is enhanced. The present study aims mainly, to explore the effects of teachers’ sense of humor of EFL intermediate learners' reading comprehension ability. Having administered a test of reading proficiency, 58 learners are selected and assigned into control and experimental groups. Also two English language teachers, based on TOEFL and Humor Questionnaire, are selected to teach these learners. The process of teaching and the materials were the same for both groups. But participants in humor class were taught in a well-defined humorous environment managed by the teacher. Considering the control group, the process of teaching reading texts was conducted in a normal manner. To measure the relationship between EFL teachers’ sense of humor and EFL learners' intrinsic motivation in reading comprehension ability, an Intrinsic Motivation in Reading Questionnaire (IMERQ) including reading curiosity, is given to experimental participants both at the outset and at the end of the course. Finally based on the data, it was found that teachers’ sense of humor was effective in improving learners' reading comprehension ability and enhancing intrinsic motivation. The findings can also provide pedagogical implications for considering teachers’ sense of humor as an intrinsically motivating learning tool.

 


Keywords


Sense of humor, intrinsic motivation, reading comprehension, intermediate

Full Text:

PDF

References


Baid, H. & Lambert, N. (2010). Enjoyable learning: The role of humor, games, and fun activities in nursing and midwifery education. Nurse Education Today 30 (2010) 548–552. Retrieved from: www.ncbi.nlm.nih.gov/pubmed/20044181‎.

Blyth, A., & Ohyama, T. (2011). Using humour in EFL classes. In A. Stewart (Ed.), JALT2010 Conference Proceedings. Tokyo: JALT. Retrieved from: jalt-publications.org/files/pdf-article/jalt2010proc-72.pdf‎.

Guthrie, J.T., & scafiddi, N.T. (2004). Reading comprehension for information text: Theoretical meanings, Developmental patterns, and benchmarks for instruction. In Guthrie, J.T, Wigfield, A. & Perencevich, K.C (Eds). Motivating reading comprehension. (pp. 225-249). London: Lawrence Erlbaum associates.

Ketabi, S., & Simin, S. (2009). Investigating Persian EFL teachers and learners' attitudes towards humor in class. International Journal of Language Studies (IJLS), Vol. 3(4), 2009 (pp. 435-452). Retrieved from: http://www.ijls.net/volumes/volume3issue4/simin1.pdf.

Piaw, C.Y. (2012). Using content-based humorous cartoons in learning materials to improve students’ reading rate, comprehension and motivation: It is a wrong technique. Procedia - Social and Behavioral Sciences, 64 ( 2012 ) 352 – 361. Retrieved from: http://www.sciencedirect.com/.

Powell, J. P. A. (1985). Humor and Teaching in Higher Education. Studies in Higher Education, 10 (1), 79-90.

Punyanunt, N.M. (1997). The effects of humor on perceptions of compliance-gaining in the classroom. (M.A Thesis, Texas Tech University). Retrieved from: http://repositories.tdl.org/ttuir/bitstream/handle/2346/15060/31295012203211.pdf?sequence=1

Renninger, K. A. (2000). Individual interest and its implications for understanding intrinsic motivation. In C. Sansone & J. M. Harackiewicz (Eds), Intrinsic and Extrinsic motivation: The search for optimal motivation and performance (pp. 373-404). San Diego, CA: Academic Press.

Rivers, W.M. (1981). Teaching Foreign – Language Skills. The University of Chicago Press: Chicago.

Tercanlioglu, L. (2001). Pre-Service Teachers as Readers and Future Teachers of EFL Reading. TESL-EJ. VOL.5.VOL.3. Retrieved from: http://www.cc.kyoto su.ac.jp/information/tesl-ej/ej19/a2.html.




DOI: http://dx.doi.org/10.7575/aiac.ijalel.v.3n.4p.1

Refbacks

  • There are currently no refbacks.




Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

2012-2019 (CC-BY) Australian International Academic Centre PTY.LTD

International Journal of Applied Linguistics and English Literature

To make sure that you can receive messages from us, please add the journal emails into your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders.