en Delving into Pedagogical Levity: An Inquiry into the Interplay of Experience and Humor in Iranian EFL Teachers' Classroom Beliefs and Practices تخصصي Special پژوهشي Research <div> <table align="left" hspace="0" vspace="0"> <tbody> <tr> <td align="left" style="padding-top:0cm; padding-right:12px; padding-bottom:0cm; padding-left:12px" valign="top"><span style="font-size:11pt"><span style="line-height:150%"><span calibri="" style="font-family:"><span style="font-size:12.0pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times="">The impact of humor on language acquisition has been documented in scholarly accounts. Hence, this study investigated Iranian pre-service and high-experienced and low-experienced in-service EFL teachers</span></span></span><span style="font-size:12.0pt"><span style="line-height:150%">&rsquo;</span></span><span style="font-size:12.0pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times=""> beliefs and practices of humor in the classroom. In order to collect data, the researchers adopted four distinct instruments including pedagogical humor questionnaire, semi-structured interview, observation checklist, and</span></span></span> <span style="font-size:12.0pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times="">field notes. A total of 182 Iranian EFL teachers participated completed the questionnaires, while 10 in-service EFL teachers engaged in semi-structured interviews. Additionally, the second researcher observed 36 classes. The results indicated that both pre-service and in-service EFL teachers believed that humor was effective. Notably, high-experienced in-service EFL teachers displayed more pronounced positive beliefs in humor compared to their pre-service and low-experienced counterparts. The results also disclosed that humor was a routine practice for high-experienced teachers. 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 integrate humor into different EFL classrooms.</span></span></span></span></span></span></td> </tr> </tbody> </table> </div> <div> <table align="left" hspace="0" vspace="0"> <tbody> <tr> <td align="left" style="padding-top:0cm; padding-right:12px; padding-bottom:0cm; padding-left:12px" valign="top"><span style="font-size:11pt"><span style="line-height:150%"><span calibri="" style="font-family:"><span style="font-size:12.0pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times="">The impact of humor on language acquisition has been documented in scholarly accounts. Hence, this study investigated Iranian pre-service and high-experienced and low-experienced in-service EFL teachers</span></span></span><span style="font-size:12.0pt"><span style="line-height:150%">&rsquo;</span></span><span style="font-size:12.0pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times=""> beliefs and practices of humor in the classroom. In order to collect data, the researchers adopted four distinct instruments including pedagogical humor questionnaire, semi-structured interview, observation checklist, and</span></span></span> <span style="font-size:12.0pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times="">field notes. A total of 182 Iranian EFL teachers participated completed the questionnaires, while 10 in-service EFL teachers engaged in semi-structured interviews. Additionally, the second researcher observed 36 classes. The results indicated that both pre-service and in-service EFL teachers believed that humor was effective. Notably, high-experienced in-service EFL teachers displayed more pronounced positive beliefs in humor compared to their pre-service and low-experienced counterparts. The results also disclosed that humor was a routine practice for high-experienced teachers. 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 integrate humor into different EFL classrooms.</span></span></span></span></span></span></td> </tr> </tbody> </table> </div> Beliefs, Humor, Practices, Pre-service teachers, In-service teachers Beliefs, Humor, Practices, Pre-service teachers, In-service teachers 104 126 http://ijal.khu.ac.ir/browse.php?a_code=A-10-1393-2&slc_lang=en&sid=1 Reza Taherkhani Reza Taherkhani 10031947532846002340 10031947532846002340 Yes Bu-Ali Sina University Masoumeh Moghimi Masoumeh Moghimi 10031947532846002341 10031947532846002341 No Bu-Ali Sina University