Abstract
This study investigates the efficiency of humorous teaching videos integrated with the echo method in comparison with traditional teaching methods using humorous teaching handouts. There are 59 participants in this study divided into 2 groups of a quasi-experimental design. The findings indicate that the new teaching method design with humorous videos and echo method help learners gain higher learning outcomes, effectiveness of memorizing vocabulary and self-efficacy for learning & performance motivation. Educators are suggested to integrate humorous videos and the echo method in teaching Chinese. Future research should provide a selection standard of humorous videos in teaching Chinese. The impact of humorous videos on 6 dimensions of learning motivation in MSLQ should be further investigated.
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Appendices
Appendix 1 Sequence of Humorous Videos Played in Experimental Group
Order | Video | Type | Note |
|---|---|---|---|
1st | There are 2 most difficult things in the world | Philosophical | At this time, learners already know teachers are playing humorous videos |
2nd | How to earn more money | Nonsense | Another humorous video with different types of humor are played |
3rd | Vietnam's economy | Self-deprecating | Another humorous videos with different types of humor are played |
4th | 4 things that you can’t recover in life | Philosophical | Learners highly concentrate to look for laughing point however this is a philosophical and inspiring video |
5ft | Take care of yourself | Irony | Every sentence in the video is a laughing point for learners since they are ironic words |
Appendix 2
Video1: “There are 2 Most Difficult Things in the World”
Video2: “How to Make More Money”
Video3 “ Vietnam’s Economy”
Video4: “4 Things that You Cannot Recover in Life”
Video5: “Take Care of Yourself”
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Do, HD., Wen, JM. & Huang, S.K. Impact of Humorous Chinese-Teaching Videos and Echo Method on Teaching Chinese Language: A Case Study of Vietnamese Students. Asia-Pacific Edu Res 31, 725–738 (2022). https://doi.org/10.1007/s40299-021-00622-5
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DOI: https://doi.org/10.1007/s40299-021-00622-5