Abstract

Study interests are a growing critical issue for Chinese language study among Thai students. This study investigates the effects of pedagogical humor on Thai students' interest in Chinese language learning, focusing on the mediating role of self-efficacy. The research was conducted in northeastern Thailand and employed a quantitative survey design involving 508 university and secondary school students in Northeastern Thailand. Data were collected via a translated Thai-language questionnaire measuring students' perceptions of humor-based teaching, their self-efficacy in the process of Chinese study, and their study interest. The findings indicate that pedagogical humor impacts students' interest in learning Chinese. Students with higher self-efficacy also tend to show higher interest in their Chinese studies. Meanwhile, self-efficacy was found to have a meaningful mediating role in the relationship between pedagogical humor and study interest, which suggests that humor not only enhances enjoyment in the study but also strengthens learners' belief in their ability to succeed. These findings could highlight the value of integrating culturally appropriate humor into Chinese language instruction in Thai classrooms, which could reduce learners' anxiety, promote their engagement, and support long-term learning motivation.