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Abstract The use of humor and language play in second language (L2) education has received increasing attention from researchers in different contexts. However, the determining and governing factors of implementing humor in English as a foreign language (EFL) contexts have been overlooked. To fill this gap, this study used a semi-structured interview with 35 Chinese EFL teachers to sketch the ecological factors of humor practice at the micro, meso, and macro levels. The findings of the thematic analysis showed that ‘teachers’ personality/character’, ‘classroom environment’, ‘students’ gender’, and ‘proficiency level’ were the most significant micro-level factors determining humor practice in Chinese EFL classes. Concerning meso-level factors, ‘institutional environment/climate’ and ‘institutional rules, regulations, and policies’ were influential. Furthermore, at the macro level, it was revealed that ‘culture’, ‘social norms’, and ‘educational system’ determine the implementation of humor in L2 education. The findings are discussed in light of empirical and theoretical foundations and corresponding implications for EFL teachers are presented.
Qi et al. (Fri,) studied this question.