This study focuses on the problems in teaching tenses to Turkish students at university level in Turkey. Some of the problematic and confusing tenses such as Past Simple and Present Perfect Tense, Present Continuous and Present Simple, Past Simple and Past Continuous Tense Teaching grammar have been handled throughout this study with the data obtained from the written exams of the learners. Most frequently occurred errors have been listed and they have been analyzed in detail. The findings reveal that the reasons for these errors mostly derive from mother tongue interference and lack of adequate linguistic background. The other component of this article is to offer remedial teaching activities for foreign language learners to compensate the shortcomings.

Theory and Practice in Language Studies

This experiment explores the role of information format (print vs. video) and tone (humorous–nonhumorous) in shaping message interest and belief correction in the context of political fact-checking (N = 525). To understand the mechanisms by which audience misperceptions may be reduced, this experiment tests the belief-correcting effectiveness of a humorous fact-checking video produced by Flackcheck.org, a long-form FactCheck.org print article on the same topic, a nonhumorous video debunking the same set of claims, an unrelated humorous video, and a non-stimulus control group. Mediating psychological mechanisms (message interest, counterargumentation, message discounting) and message perceptions (message confusion) are explored. Results suggest video (humorous or nonhumorous) is an effective way to reduce audience misperceptions by increasing message attention and reducing confusion.

Fact-Checking Effectiveness as a Function of Format and Tone: Evaluating FactCheck.org and FlackCheck.org:

Human emotions, such as anxiety, depression, fear, joy, and laughter, profoundly affect psychological and physiological processes. These emotions form a set of basic, evolved functions that are shared by all humans. Laughter is part of a universal language of basic emotions that all humans recognize. Health care providers and educators may utilize the power of laughter to improve health and enhance teaching and learning. This is an important consideration because teaching is not just about content: it is also about forming relationships and strengthening human connections. In this context, when used effectively, humor is documented to build relationships and enhance performance. Specifically, humor improves student performance by attracting and sustaining attention, reducing anxiety, enhancing participation, and increasing motivation. Moreover, humor stimulates multiple physiological systems that decrease levels of stress hormones, such as cortisol and epinephrine, and increase the activation of the mesolimbic dopaminergic reward system. To achieve these benefits, it is important to use humor that is relevant to the course content and not disparaging toward others. Self-effacing humor illustrates to students that the teacher is comfortable making mistakes and sharing these experiences with the classroom. In this brief review, we discuss the history and relationship between humor, laughing, learning, and health with an emphasis on the powerful, universal language of laughter.

Humor, laughter, learning, and health! A brief review

Positive psychology is the study of the conditions and processes that contribute to optimal flourishing in people, groups and organisations. This paper outlines the PROSPER framework, an organising tool for the implementation of Positive Education, a relatively new direction which represents the application of Positive Psychology research to educational contexts. The word ‘PROSPER’ communicates the purpose of the framework and is also an acronym that highlights the seven key elements that have been identified as contributing to wellbeing: Positivity, Relationships, Outcomes, Strengths, Purpose, Engagement, and Resilience. Confirmatory data on the usefulness of the PROSPER framework, obtained through surveys conducted with researchers from the Institute of Positive Psychology and Education (ACU) and fifty-four educators from four different schools, is presented and discussed. A rationale for the inclusion of the seven components is provided and the PROSPER framework is then further supported by reference to the evidence-informed school and classroom practices that contribute to student wellbeing and achievement and help to build schools as enabling institutions.

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PROSPER: A New Framework for Positive Education

Individuals who identify as lesbian, gay, bisexual, transgender, queer, and otherwise nonstraight and/or non-cisgender (LGBTQ+) have often not felt welcome or represented in the biology community. Additionally, biology can present unique challenges for LGBTQ+ students because of the relationship between certain biology topics and their LGBTQ+ identities. Currently, there is no centralized set of guidelines to make biology learning environments more inclusive for LGBTQ+ individuals. Rooted in prior literature and the collective expertise of the authors who identify as members and allies of the LGBTQ+ community, we present a set of actionable recommendations to help biologists, biology educators, and biology education researchers be more inclusive of individuals with LGBTQ+ identities. These recommendations are intended to increase awareness of LGBTQ+ identities and spark conversations about transforming biology learning spaces and the broader academic biology community to become more inclusive of LGBTQ+ individuals.

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Fourteen Recommendations to Create a More Inclusive Environment for LGBTQ+ Individuals in Academic Biology.

The primary goal of this project is to provide a summary of extant research regarding humor in the classroom, with an emphasis on identifying and explaining inconsistencies in research findings and offering new directions for future studies in this area. First, the definitions, functions, and main theories of humor are reviewed. Next, the paper explains types of humorous instructional communication. Third, the empirical findings of both the source and receiver perspectives are reviewed. Finally, this paper concludes with advice for educators and suggests potential future research directions for scholars.

Dariela Rodriguez

Papers

A Review of Humor in Educational Settings: Four Decades of Research

Humor use in power-differentiated interactions