Humor can be a vital component of the language teacher’s repertoire, especially considering its positive impact on classroom atmosphere and student participation (Reddington & Waring, 2015). Unfortunately, instructors had to drastically rethink their approach to incorporating humor with the sudden shift to online instruction. Would students still appreciate or even recognize humor use with lessons being taught via online video conferencing?

In order to gain a better understanding of the role of humor in synchronous online teaching, the presenters undertook a mixed methods study, administering a survey to university English language teachers (N = 60) and conducting follow-up interviews with select participants. The Likert-scale items in the survey covered variables such as the benefits, challenges, and approaches to using humor in online teaching. Additionally, open-ended survey items queried teachers about topics such as comparing the use of humor in online and F2F lessons and solutions to the limitations of online teaching. Responses indicate vast differences in opinion, with some participants lamenting the obstacles to incorporating humor into their lessons while others enthused over the unexpected possibilities offered by the novelty of this new teaching environment.

After reviewing the survey results, the presenters will share expanded insights from the follow-up interviews.