This research investigates the impacts of humor as a communication strategy for teachers in the context of university English learning. The study employs a mixed-methods approach utilizing questionnaires and interviews. The primary aim is to explore the effects of incorporating humor into the English as a Foreign Language (EFL) classroom. A questionnaire survey was administered to 139 students, supplemented by interviews with six participants. Findings reveal that humor plays a significant role in enhancing student engagement, relaxation, and motivation, while also aiding teacher enthusiasm and classroom atmosphere. However, limitations include the exclusive focus on one institution, small sample size, and reliance primarily on quantitative methods. Future research directions include longitudinal studies to assess sustained impacts, cross-cultural investigations, and mixed-methods approaches to delve into nuances. These findings contribute to understanding how humor can enhance teaching, learning, and overall educational experiences. [For the complete proceedings, see ED672804.]