İngı̇lı̇zce sınıflarında mı̇zah temelli pedagojı̇k eğı̇tı̇mı̇n etkı̇lerı̇: Yükseköğretı̇m öğrencı̇lerı̇nı̇n tutumları

The development of methods, strategies, and practices for learning foreign languages has made it possible to investigate a range of variables influencing language acquisition. This development represents significant findings in reducing the affective filter and creating an enjoyable learning atmosphere for students. Studies indicate that this kind of educational setting helps learners concentrate on learning the language, assimilate knowledge more efficiently, and succeed more in the process of acquiring the language. Literature points to the potential benefits of humor in putting learners at ease and helping them learn information more effectively. However, in this context, the number of empirical studies carried out especially in the field of language teaching is quite limited. In particular, there has been negligible scholarly research on the role of humor in the context of teaching and learning English as a foreign language (EFL). In other words, since the studies on humor are based on theory, not practical applications, there was a need to create a humor-integrated teaching tool in this research. This master's thesis represents one of the rare studies that investigates a systematic application of humor-integrated teaching in EFL classrooms from an empirical perspective. In particular, it examines in detail university-level students' attitudes and concerns about the role of humor in EFL teaching and the underlying reasons for humorous practices. The study was designed as a mixed-methods research design that utilizes both qualitative and quantitative data collection methods. A sample 36 English preparatory program students participated in this study. The data for this research were obtained through questionnaires and open-ended questions. The findings of this study show that university-level English language students generally have a positive view of the roles of humor in teaching EFL and are in general agreement on this issue. Participants in the study believe that humor can make positive contributions to the affective and cognitive development of students and that it can have a positive impact on teacher-student relations in this context. The results of this research confirm the potential of humor in teaching EFL, while also providing empirical evidence for recommendations on how to use humor effectively in teaching EFL. The insights obtained highlight the importance of incorporating humor into the teacher education curriculum and supporting the effective integration of humor in EFL classrooms.