Farhana Abu Bakar
Biographic Data
| ID | 6750146 |
|---|---|
| NAME | Farhana Abu Bakar |
| GIVEN NAMES | Farhana Abu |
| FAMILY NAME | Bakar |
| SIGNATURE | BAKAR F A |
| AFFILIATIONS | University of Technology Malaysia |
| ORCID | 0000-0002-0783-2980 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Supervisors’ Roles in Facilitating L2 Doctoral Students to Write a Thesis and for Publication During Candidature
How students perceive the teacher’s use of humour and how it enhances learning in the classroom
Recently, scholarship on humour in teaching and learning has focused on the use of instructional humour. Past studies have reported that instructional humour is best used as a pedagogical tool for teaching and learning purposes. Nevertheless, how students perceive instructional humour and how humour enhances learning in the classroom is still not clear. This exploratory study aims to gain further understanding of students’ interpretation of teach…
Appropriate and relevant humour in the university classroom
When used for the purpose of teaching and learning, humour must be relevant and appropriate to the context. However, what constitutes appropriate and relevant humour is unclear. Past studies have focussed mostly on classifying appropriate and relevant types of humour. Additionally, students’ and teachers’ perceptions of what constitutes appropriate and relevant humour are likely to differ, meaning that the effectiveness of teachers’ humour use ma…
How students perceive the teacher’s use of humour and how it enhances learning in the classroom
Recently, scholarship on humour in teaching and learning has focused on the use of instructional humour. Past studies have reported that instructional humour is best used as a pedagogical tool for teaching and learning purposes. Nevertheless, how students perceive instructional humour and how humour enhances learning in the classroom is still not clear. This exploratory study aims to gain further understanding of students’ interpretation of teach…
Appropriate and relevant humour in the university classroom
When used for the purpose of teaching and learning, humour must be relevant and appropriate to the context. However, what constitutes appropriate and relevant humour is unclear. Past studies have focussed mostly on classifying appropriate and relevant types of humour. Additionally, students’ and teachers’ perceptions of what constitutes appropriate and relevant humour are likely to differ, meaning that the effectiveness of teachers’ humour use ma…
How students perceive the teacher’s use of humour and how it enhances learning in the classroom
Recently, scholarship on humour in teaching and learning has focused on the use of instructional humour. Past studies have reported that instructional humour is best used as a pedagogical tool for teaching and learning purposes. Nevertheless, how students perceive instructional humour and how humour enhances learning in the classroom is still not clear. This exploratory study aims to gain further understanding of students’ interpretation of teach…
Supervisors’ Roles in Facilitating L2 Doctoral Students to Write a Thesis and for Publication During Candidature
Psychology (3 works) · Communication in Education and Healthcare (2 works) · Context (archaeology (2 works) · Humor Studies and Applications (2 works) · Mathematics education (2 works) · Pedagogy (2 works) · Aqueous humour (1 work) · Art (1 work) · Computer Science (1 work) · Credibility (1 work)