Aug 2026· Revista de Estudos Interdisciplinares· Vol 25, pp. e3665· 0 citations
Abstract
Interest in humor in language teaching has grown significantly over the past decades, especially in studies investigating its effects on motivation, anxiety reduction, classroom interaction, and the development of communicative competence (Deneire, 1995; Bell, 2009; Rucynski; Prichard, 2021). In the Brazilian context, research also highlights the pedagogical potential of humor for teaching foreign languages (Margonari, 2004; Souza, 2007; Andrade; Rauen, 2017). However, there is a gap regarding the connection between humor studies and teacher training in English language teaching, as the humorous competence is still rarely discussed as part of teachers' professional development (Josifović-Elezović, 2021; Rodrigues, 2022). Given this scenario, this article aims to critically analyze the national and international scientific production on humor in English teaching, identifying research trends, theoretical foundations, pedagogical contributions, and gaps related to initial and ongoing teacher training. Methodologically, a narrative literature review is developed, based on books, chapters, scientific articles, and theses produced in the fields of Applied Linguistics, Education, and Humor Studies. The results show a predominance of research focused on using humor as a didactic strategy, rather than investigations that understand it as a component of teachers' professional knowledge base. It is concluded that the integration between Humor Studies and teacher training is a promising field for strengthening language education and expanding discussions on the professional development of English teachers.
Teaching English to Young Learners (TEYL) has become increasingly important in response to the growing demand for English proficiency in the era of globalization. This study aims to identify research trends, effective teaching strategies, major challenges, and instructional innovations in TEYL. A Systematic Literature Review (SLR) was conducted following the PRISMA 2020 guidelines by analyzing 30 empirical studies published between 2019 and 2025 from Google Scholar, Publish or Perish, ERIC, Scopus, DOAJ, and SINTA-indexed journals. Bibliometric analysis using VOSviewer was employed to visualize keyword co-occurrence and thematic relationships. The findings indicate that TEYL research has grown significantly, with effective teaching strategies, teacher challenges, and technology-based innovations emerging as the dominant themes. Interactive approaches, including games, storytelling, songs, Total Physical Response (TPR), and multimodal learning, consistently improve learners’ motivation and language development. However, teacher competence, limited learning resources, institutional support, and learner diversity remain key challenges. The review concludes that successful TEYL implementation depends on the integration of pedagogical innovation, teacher competency, learner characteristics, digital readiness, and institutional support. These findings provide valuable insights for improving English language instruction for young learners and guiding future TEYL research.
This article analyzes the contributions, pedagogical possibilities, and challenges related to active methodologies in English language teaching and learning in high school. The study is bibliographic, qualitative, exploratory, and analytical. Its theoretical framework combines research in Education and Applied Linguistics, empirical studies on active learning, and official educational documents. The analysis indicates that flipped classrooms, project-based learning, problem-based learning, task-based language teaching, gamification, and collaborative learning can increase student participation, autonomy, and contextualized language use. The findings also show that pedagogical effects do not result from the mere adoption of techniques or digital platforms. Didactic intentionality, teacher mediation, adaptation to the school context, and formative assessment are essential conditions. Infrastructure limitations, unequal access, large classes, limited instructional time, and the need for continuing teacher education remain relevant challenges. The conclusion argues that active methodologies can foster the integrated development of linguistic, intercultural, and digital competencies when teaching is organized around clear language objectives and meaningful opportunities for interaction.
Unknown authors· Revista de Estudos Interdisc...· 0 citations
This study aimed to examine the concept and pedagogical significance of English for Specific Purposes (ESP) by analyzing its theoretical foundations, learner-centered orientation, and implications for contemporary English Language Teaching (ELT). The study presents an overview of the scope of ESP, highlighting its origin, major components, and expanding areas of application. It further discusses the emergence of ESP as a specialized approach to language teaching that evolved alongside the growing international role of English in scientific, technical, academic, and professional communication. The study employed a qualitative theoretical and review-based methodology, drawing upon established literature and major scholarly contributions in the field of ESP and ELT. The findings revealed that ESP is best understood as an approach rather than a product, emphasizing learner needs, contextualized language instruction, and active learner engagement through relevant pedagogical strategies. The paper also covers the basic approaches to ESP studies which comprise needs analysis (NA), register analysis (RA), discourse analysis (DA) and genre tradition (GT). This study contributes to the field of knowledge by synthesizing major theoretical perspectives on ESP and offering practical pedagogical insights for designing learner-centered and context-sensitive English language teaching practices.
G. Pandey· Journal of Practical Studies...· 0 citations
The use of translation into foreign language learning classrooms has been an issue of considerable controversy for a long time in the history of language pedagogy. However, in the past few decades, translation has experienced a revival and reappraisal in education settings (Cook 2001, Leonardi, 2010, Carreres et al., 2018; Pintado Gutiérrez, 2020). Numerous voices have advocated for its reintegration in EFL classrooms. Since then, researchers and scholars approached translation from a diverse array of perspectives. Hence, the present study ostensibly aims at approaching pedagogical translation from a pointed perspective. The latter essentially boils down to highlighting the relevance and interconnectedness of translation and discourse analysis (DA) for educational purposes. This relationship is purported to be deeply intertwined (Farahani, 2013 Erton, 2014, Kim et al, 2017). By applying DA in the act of direct and inverse translation, the student-translator can manage the flow and the structure of the text in focus, ensuring the establishment of coherence and cohesion of the target text and securing its communicative impact. The Findings show that through contrastive analysis and reflection on the written and translated texts studied in the educational setting, the student-translator advances considerably his or her knowledge of the foreign language.
Hicham Beddari· International Journal of Tra...· 0 citations
Teacher humor, as well as humor in teaching in general, serves as an important pedagogical resource that contributes to creating a stimulating classroom atmosphere, facilitates communication and enhances students' learning processes. This paper aims to analyze contemporary scientific trends in research on teacher humor in the classroom, with a particular focus on the analysis of bibliographic unit networks. The study is based on a bibliometric analysis of scientific publications. The study was conducted on a sample of 421 scientific articles examining teacher humor in the context of classroom instructional processes. The data were analyzed using the software VOSviewer 1.6.20, with the aim of constructing and visualizing bibliometric networks, as well as identifying research directions in the field of teacher humor studies. The findings indicate a growing presence of this subject in the scientific literature over the past two decades. Moreover, the analysis highlights the existence of distinct clusters of key terms appearing in the bibliographic units, their interconnections, as well as the most represented research areas focusing on teacher humor in the classroom. The most productive authors and scientific journals in this research domain were also identified. The obtained results may be valuable to researchers in the academic community, serve as a foundation for future studies and provide guidance to scholars on this relatively underexplored subject. The study offers support in collecting adequate primary and secondary sources, relevant and systematically organized information and a basis for theoretical elaboration upon which methodological frameworks can be developed.
Sanja Živanović, R. Perućica, Bojana Vuković· Nastava i Vaspitanje· 1 citation
In today’s globalized world, foreign language proficiency is regarded as an essential competence from personal, social, academic, and professional perspectives. Despite long-term exposure to foreign language instruction, extending from primary education to undergraduate studies, many learners report that they are unable to achieve sufficient communicative competence. This persistent gap between years of instruction and actual language proficiency highlights the need to investigate the underlying obstacles that hinder effective language skill development. The present study aims to identify the primary challenges faced by students enrolled in foreign language teacher training departments in developing their language skills and to propose practical strategies to overcome these challenges. Adopting a qualitative research design, the study utilizes semi-structured interviews and open-ended questionnaires to collect data from participants. The data were analyzed through coding-based content analysis in order to categorize recurring themes and patterns. The findings indicate that the most significant obstacles are concentrated in listening comprehension, speaking fluency and pronunciation, vocabulary acquisition, reading comprehension, and academic writing skills. Psychological factors such as anxiety, fear of making mistakes, lack of self-confidence, and insufficient exposure to authentic language input were also identified as major barriers. Additionally, participants emphasized methodological limitations, inadequate practice opportunities, and limited integration of communicative and technology-supported learning environments as contributing factors. Based on these findings, the study suggests that overcoming these obstacles requires the implementation of communicative and task-based approaches, increased exposure to authentic materials, systematic vocabulary instruction, constructive feedback mechanisms, and the effective integration of digital technologies into language instruction. Creating supportive and learner-centered classroom environments that reduce anxiety and encourage active participation is also essential. The results of this research contribute to a better understanding of the complex factors affecting language skill development and provide pedagogical implications for improving the quality of foreign language teacher education programs.
Unknown authors· Communication and Linguistic...· 0 citations
We use cookies to run the site and, with your consent, for analytics and to show ads.
See our Cookie Policy.
