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This Author published in this journals
All Journal Vision: Journal for Language and Foreign Language Learning English Language Education Reviews
Le Thanh Thao
Can Tho University
Arts Humanities Education Languange, Linguistic, Communication & Media

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University Students’ Preferable Types of Teacher Humor in English Classes Pham Trut Thuy; Le Thanh Thao
Vision: Journal for Language and Foreign Language Learning Vol 10, No 1 (2021)
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv10i29096

Abstract

The current study aimed to explore what types of teacher humor EFL students prefer in their classes. The study was designed as a mixed-method approach, using questionnaires and semi-structured interviews to collect data in two different Vietnamese universities. One hundred fifty-eight university students responded to the survey, and eight out of them were recruited as the participants for the interviews. The study results revealed that the types of jokes (M=4.41), riddles (M=4.08), and language play (M=4.15) were most favored. Besides, the participants' demographic information, including their gender and majors, affected their preferable types of teacher humor. Specifically, males showed more positive attitudes towards teacher humor than their counterparts. In terms of students’ majors, there were differences between non-English majors and English-majored students’ perceptions of irony, teasing, language play, visual and physical humor. Regarding the students’ positive attitudes towards teacher humor, EFL teachers should learn more about valuable strategies for using teacher humor in their classes due to the fact that they do not need to have a sense of humor to use it effectively.
The Contributions of Teacher Humor in EFL Classes in Vietnam: University Students’ Perspectives Pham Trut Thuy; Le Thanh Thao
Vision: Journal for Language and Foreign Language Learning Vol 11, No 1 (2022)
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv11i110779

Abstract

According to several studies on English teaching and learning, English as a foreign language (EFL) teachers tend to avoid humor in their classrooms. However, many studies have shown that teachers’ sense of humor plays an essential role in EFL students’ learning process. Therefore, this study utilizing a mixed-method design was conducted to determine students’ perceptions of the impact of teachers’ humor (TH) on their learning. Data were collected through a questionnaire with a five-point Likert scale comprising twenty-one items and semi-structured interviews. The study involved 158 university students in the Mekong Delta of Vietnam. Quantitative data from the questionnaire were analyzed by using SPSS 20.0, and data from the interviews were analyzed according to themes. The survey results revealed that the students showed positive attitudes toward the effects of TH in EFL classrooms, especially reducing boredom (M=4.59), strengthening teacher-student rapport (M=4.53), decreasing sleepiness (M=4.47), promoting students’ cheerfulness (M=4.47), increasing students’ consciousness (M=4.46), and solving conflicts in classrooms (M=4.42). Additionally, non-majored students were appreciated for TH more than their counterparts. Moreover, students’ perceptions positively correlated with their gender. The interviews also showed that cultural factors affected the effectiveness of TH in EFL classes. EFL teachers are encouraged to use TH in their classes in order to foster its benefits. However, careful consideration should be taken before using TH in teaching different students with different learning styles or characteristics.
English Language Teaching Educational Change: A Retrospective Analysis of Teacher Professional Development Le Xuan Mai; Le Thanh Thao
ELE Reviews: English Language Education Reviews Vol. 2 No. 2 (2022): November
Publisher : Universitas Islam Negeri Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/elereviews.v2i2.5271

Abstract

The importance of English has demanded the introduction of English language teaching (ELT) educational reforms (ERs) in the Vietnamese context. However, the results of these reforms did not satisfy Vietnamese educators; as a result, many studies have explored the related issues, but almost none of them emphasized English as a foreign language (EFL) teachers’ perceptions of the necessities of the reforms. Accordingly, this current study was conducted to fill in the aforementioned gap. Driven by that emphasis, this qualitative study used semi-structured interviews as a data-collecting instrument. Regarding the studied sampling, six EFL high school teachers from Southwest Vietnam were recruited as the interviewees. According to the findings of the present study, teachers in Vietnam strongly perceived the need for ELT ERs. Besides, the reforms were fundamental to help catch up with the era of globalization. At the conclusion of the paper, some discussions focusing primarily on teacher training issues and educational implications, as well as suggestions for future research, were presented.
Co-Authors Le Xuan Mai Pham Trut Thuy