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Article published In: Journal of Asian Pacific Communication
Vol. 34:1 (2024) ► pp.56–82

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Foreign-born instructor humor perception and effects on self-perceived affective and cognitive learning

Comparison of Thai and United States classrooms

ORCiD logo with link | Southern Methodist University
 | Baruch College, The City University of New York
 | University of Southern Mississippi
Published online: 18 February 2022
DOI logo with link
https://doi.org/10.1075/japc.00075.cha
Abstract
In this cross-sectional study, a total of 394 U.S. American and Thai college students took an online survey investigating how they perceived humor used by their foreign-born instructors and how those perceptions then predicted their self-perceived cognitive and affective learning. Moderated mediation analyses revealed both student groups understood affiliative humor and considered it appropriate and humorous which then enhanced their learning. Aggressive humor positively predicted Thai students’ learning through the mediating role of humorousness and negatively predicted U.S. students’ learning through the mediating role of appropriateness. Self-defeating humor enhanced U.S. students’ learning through the moderating role of appropriateness. This study clarified the influence of different humor styles on learning and extended the instructional humor processing theory by demonstrating the moderating effect of culture. With the internationalization of higher education and increasing number of foreign-born instructors, this pioneering study provided preliminary suggestions for effectively using humor in cross-cultural classrooms.
Article outline
  • Theoretical framework
    • Humor styles in the educational setting
    • Instructional humor processing theory
    • Instructional humor in cross-cultural context
    • Student learning outcomes
  • Method
    • Participants
    • Measures
      • Instructor humor style
      • Instructor humor perception
      • Student self-perceived learning
    • Scale reliability and validity
  • Results
    • Supplemental analysis
  • Discussion
    • A cultural comparison: Foreign-born instructor humor perception
    • Learning outcome comparison: Effects of foreign-born instructor humor on self-perceived learning outcomes
    • Theoretical and methodological implications
    • Limitations and directions for future research
  • Conclusion
  • Disclosure statement
  • Acknowledgements
  • References
References (51)
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2025. Conversational Humor in Intercultural Communication. International Journal of Applied Linguistics DOI logo

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