Journal of Liberal Arts Prince of Songkla University

Using Khmer Ancient Folktales to Guide Local Development in Northeastern Thailand: A Case Study of Nakhon Ratchasima and Buriram

2024-06-14T08:41:05+07:00

The purpose of this research is to study the folktales of Khmer stone temples in Nakhon Ratchasima and Buriram provinces in order to analyze them and develop guidelines for community development based on local cultural heritage. The research methodology involved field data collection, using snowball sampling and purposive selection methods to identify and connect with key individuals. Data were collected through interviews, observations, and participation in local ceremonies and festivals. The findings indicate that the story of “Pachit Orapim” is very popular and widely known in these areas. It conveys a modern love story in which the protagonist falls in love with Orapim and emphasizes the roles of talented women. Another folktale—about women and men competing to build Khmer stone temples—presents the power of women who stand up to fight for changes in culture and tradition, as well as showing women’s empowerment. The story of the god Narayana at Prasat Phanom Rung reveals the villagers’ beliefs and understanding regarding the god Narayana and the hermit Narayana. Regarding the tale of Lawo village, a female statue excavated by the villagers—named “Nang Lawo”—was later believed to represent the female Bodhisattva Prajnaparamita. This reflects the villagers’ reverence for Nang Lawo as a guardian spirit who protected their community. The findings, based on the small group discussion, revealed that the communities should also consider environmental factors and facility development for the benefit of people's daily life. Additionally, promoting cultural tourism through various activities is essential. Communities must build local brands for marketing, advertising and public relations.

A Metacognitive Information Literacy Model for Enhancing Critical Thinking in EFL Learners: A Quasi-Experimental Study

2025-02-17T13:51:14+07:00

The objective of this study was to evaluate the effectiveness of a Metacognitive Information Literacy (MIL) model for enhancing learners’ critical thinking skills. Furthermore, the study assessed learners’ satisfaction with the model as it was incorporated into the learning experience. To this end, a one-group pretest–posttest design using purposive sampling was employed. Data was collected from 83 English-major undergraduates enrolled in the Digital Media Literacy course. Critical thinking assessments were conducted before and after the implementation of the MIL model. The test scores were calculated for mean, standard deviation, and p-value. Additionally, the satisfaction survey collected feedback about teaching instruction, student engagement, and collaborative activities through the ratings on a five-point scale. The findings indicate that the MIL model significantly enhances critical thinking as evidenced by the comparison of pre-test (M = 40.41, SD = 10.9) and the post-test (M = 52.77, SD = 8.73) scores statistically significant (p<.00). The survey results also reveal high levels of satisfaction with the model’s strategies for fostering a cooperative learning environment (M = 4.25), promoting metacognition (M = 4.41), and developing critical thinking abilities (M = 4.33). The result of this study suggests that the MIL model can be valuable, particularly for supporting learners as they develop their capacity to evaluate online sources, a necessary competency for university education and lifelong learning.

An Exploration of Hostility towards Covid-19 Patients from Cluster Infection in Thailand on a Facebook News Page

2025-03-04T15:21:01+07:00

The imposition of quarantine during the Covid-19 pandemic led to increased social media use to stay updated on infection levels. It was reported that the virus had spread through cluster infections resulting from quarantine violations. Consequently, social media users expressed their feelings towards the infected group in these clusters through evaluative language. This study aims to investigate the expression of hostility towards Covid-19-infected individuals from cluster infections in Thailand. The data comprised 44 clauses extracted from comments on 11 posts about cluster infections in Thailand on the official Facebook page of the Thai news TV program Rueang Lao Chao Ni during 2020-2021. The ATTITUDE system in Martin and White’s (2005) Appraisal Theory was employed to analyze the data. The findings showed a co-occurrence of hostility and satisfaction in comments directed at infected people who violated the quarantine guidelines. Hostility was expressed by Facebook users in the extremity of violence. Satisfaction was invoked based on the belief that these infected people should be removed by violent methods so that infection levels in the country would decline. The findings of this study contribute to designing better communication content in the digital era for future pandemic crises to prevent stigmatization and hate speech towards patients.

Participatory Mechanisms to Build Digital Resilience against Cyberbullying in Higher Education: A Mixed-Methods Study in Chiang Mai

2025-08-25T13:58:36+07:00

The objectives of this study were to 1) evaluate the effect of participatory workshops on students’ knowledge of cyberbullying prevention, and 2) develop participatory mechanisms for building protective networks against Cyberbullying within higher education institutions. This research employed a mixed-methods approach, using questionnaires and interview protocols to collect data. The data were analyzed by using descriptive statistics and content analysis. The sample group for this study consisted of 412 undergraduate students from higher education institutions in Chiang Mai.
The research findings revealed that the majority of respondents to the questionnaires had experienced low levels of cyber threats while most of the participants who participated in in-depth interviews reported having been threatened on social media. It was also found that participants demonstrated a statistically significant improvement in knowledge and understanding of cyberbullying after attending the participatory workshops (t(100) = 17.13, p <.001, d = 1.98). These findings provide valuable implications for higher education institutions in policy and curriculum design for developing digital resilience among undergraduate students. In addition, the current data highlight the importance of psychological workshops for helping undergraduate students to deal with cyberbullying effectively.

Beyond the Binary: Non-Native English-Speaking Teachers’ Cognitions and Practices Corresponding to the EFL and EIL Approaches

2025-10-14T13:21:16+07:00

Acknowledging English’s role as an international communicative tool, scholars have called for a paradigm shift in ELT from the English as a foreign language (EFL) approach to the English as an international language (EIL) approach. Despite much discussion on EIL in theory, teachers’ voices are severely underrepresented and little is known about the impact such discussion has on teachers’ cognitions and practices. To address this gap, this study explored four non-native English-speaking teachers’ (NNESTs) cognitions and practices that corresponded to EFL and EIL approaches. Observations, stimulated recall interviews and semi-structured interviews were employed to collect the data. It was found that the teachers exhibited both monocentric (EFL) and pluricentric (EIL) conceptions of English. Although native English speaker (NES) norms serve as dominant pedagogical norms, EIL principles were drawn on to redefine non-native features in a positive light and build confidence of teachers as competent English users in their own right. EFL principles and practices were found to be held and practiced by these teachers alongside EIL principles and practices. While theorists often present binary EFL/EIL models, this study has shown that local enactments destabilize such binaries by incorporating elements of both. EIL models, therefore, should be viewed not as prescriptions but rather as options within teachers’ repertoires.

A Gamified Microlearning Model: Effects on Motivation, Attitudes, and English Communication Competencies among Elementary Education Student Teachers

2025-11-08T10:56:52+07:00

The increasing demand for proficient English communication competencies in elementary education highlights the need for instructional approaches that support flexible and focused learning. This study aimed to (1) examine the needs of elementary education student teachers regarding microlearning integrated with gamification, (2) develop a microlearning–gamification learning model to enhance English communication competencies of elementary education student teachers, and (3) evaluate the effects of the developed learning model on attitudes and English communication competencies of elementary education student teachers. A mixed-methods design was employed across three phases: needs assessment, model development, and implementation, involving ten student teachers at Suan Dusit University, Lampang Center. The research instruments consisted of a needs assessment questionnaire, semi-structured interview protocols, a model quality evaluation form, an English achievement test, and an attitude questionnaire. Quantitative data from the needs assessment and attitude questionnaire were analyzed using descriptive statistics, while learning achievement was examined through the Wilcoxon Signed-Rank Test. Qualitative feedback from the needs assessment, attitude questionnaire, and semi-structured interviews was subjected to content analysis to inform model refinement. Findings revealed strong preferences for communicative and task-based approaches emphasizing primary-level content, pronunciation, vocabulary, and realistic classroom scenarios. Participants valued microlearning features such as topic segmentation and frequent comprehension checks, along with gamification elements including goal clarity, scoring, and self-directed progression. The Wilcoxon analysis indicated significant improvement in English communication competencies after model use (Σranks = 55.00, p < .01). Attitude results showed very high satisfaction and motivation (M = 4.68, SD = 0.55), particularly regarding accessibility, goal clarity, and rewards. Overall, the microlearning-gamification model demonstrated strong feasibility and effectiveness in enhancing communication skills and positive attitudes among elementary education student teachers.

Teamwork and Communication among Healthcare Professionals in Thailand: Perspectives of Organizational Psychology on Socio-Cultural Challenges

2025-11-18T08:39:43+07:00

Despite the importance of teamwork and communication for work effectiveness of healthcare professionals, studies examining how socio-cultural factors influence teamwork and communication remain limited. This review article examines how cultural dimensions influence teamwork and communication among Thai healthcare professionals by reviewing peer-reviewed studies published within the past five years. The review integrates organizational psychology’s Input-Mediator-Outcome-Input (IMOI) model with Health Systems Science (HSS) to provide a dual-lens perspective for understanding both system-level conditions and team-level behavioral mechanisms. Three socio-cultural determinants are illustrated: deference to hierarchy and power differentials, group harmony, and perseverance and self-sacrifice rooted in a sense of duty. Although these determinants drive compliance, group cohesion, and resilience at work, they may also hinder all-channel communication, constructive dialogues, shared decision-making, and psychological safety and well-being over the long term. To address these challenges, the review proposes three future agendas: flattening hierarchical barriers, reinforcing multidisciplinary teams (MDTs) and multi-team systems (MTSs) collaboration, and cultivating team emotional intelligence (EI). By combining organizational psychology perspectives with the HSS framework while considering Thai socio-cultural contexts, the article offers an integrated direction to guide future research and interventions aimed at strengthening teamwork and communication in Thai healthcare organizations.