Vacana Journal

The Syntactic Characteristics and Functional Use of the Word thùuk in Thai Legal Language

Kitima Indrambarya — 2026-06-22

The study aims to examine the prominent characteristics of Thai legal language through the analysis of syntactic structures of the word thùuk, particularly, the thùuk passive constructions in legal codes and Judgement of the Supreme Court. The findings reveal the passive construction [thùuk + verb] as the most prevalent, followed by the nominalized construction [phûu- + thùuk + verb]. The results show that the legal language makes use of passive constructions to emphasize the results of the action and specify the legal status of individuals, rather than identifying the agent who instigates the action. The findings not only reflect the distinctive characteristics of each type of legal language but also reveal that legal language possesses the qualities of objectivity, formality, authority, clarity and complexity as well as precision. The research could contribute to Thai language and Thai legal language teaching as well as the applications in natural language processing.

Linguistic Strategies of Provocative Acts in Vetala Tales

Umaporn Sungkaman — 2026-06-22

This article aims to analyze the linguistic strategies of provocative speech acts in Vetala Tales. The primary data consist of 25 episodes from the Vetala Tales translated directly from Sanskrit. Based on Searle’s (1969) felicity conditions, a total of 31 utterances classified as provocative speech acts were identified and subsequently analyzed for their linguistic strategies. The findings reveal nine strategies: 1) questioning, 2) intimidating, 3) requesting, 4) reasoning, 5) argumenting, 6) opining, 7) commanding, 8) remanding, and 9) praising. The analysis further demonstrates that these nine strategies are interrelated. Specifically, requesting, praising, intimidating, and remanding occur only in combination with questioning. Opining and reasoning appear exclusively alongside argumenting, whereas commanding is found in association with both questioning and argumenting. Such co-occurrences do not merely reinforce the primary strategies, but also reflect politeness as a cultural norm central to both Thai and Indian societies.

Enhancing Thai EFL Students’ English Reading Comprehension Through Self–Directed Learning

Ditthawat Thongsook — 2026-06-22

This research aimed to investigate the enhancement of Thai EFL students’ English reading comprehension through self-directed learning, and to examine their opinions regarding this approach. The participants were 22 first-year undergraduate students majoring in Accounting. The research instruments included lesson plans, English reading passages, a reading comprehension test, students’ journals, and questionnaires. Quantitative data were collected through pre-tests and post-tests of English reading comprehension, as well as questionnaires. These data were analyzed using mean, standard deviation, percentage, and t-test. Qualitative data were collected from students’ journals and analyzed using thematic analysis. The results indicated that the mean score of the post-test was higher than that of the pre-test, suggesting that the students’ English reading comprehension was significantly improved. The questionnaires revealed that most students held positive opinions regarding the enhancement of their English reading comprehension through self-directed learning. The journals also showed that most students believed in the effectiveness of this learning approach. Therefore, the findings suggest that Thai EFL students’ English reading comprehension can be effectively enhanced through self-directed learning.

Types and Functions of Taboo Words in The Babysitter: Killer Queen

Nawaporn Kawilai — 2026-06-22

This study examined the use of taboo words in The Babysitter: Killer Queen (2020), a horror-comedy film, focusing on the types and the functions of taboo words used by teenage characters. For types of taboo words, the researchers used the framework from Battistella (2005), and for the functions, the analysis was based on those presented by Wardhaugh (2006). The data revealed 92 occurrences of taboo words in the film, and the results showed that the most common type found is obscenity, followed by epithet, vulgarity, and profanity, respectively. The main functions of taboo language included showing contempt, drawing attention, being provocative, reacting with disbelief, and intensifying the meaning or feeling. These findings reflected the rebellious attitudes of the teenage characters who used strong language to express defiance and exaggerate emotions in extreme situations. However, there was no use of taboo language to mock authority, suggesting the characters focused more on surviving chaos than directly challenging authority.

Development of Systems Thinking Skill in Language Use to Express Reasoning for Grade 12 Students Through Computational Thinking-Based Learning and Graphic Organizers

Promtep Lardaeng — 2026-06-22

This article aims 1) to analyze the development of systems thinking skills in using language for reasoning among Grade 12 students who received learning management based on computational thinking concepts combined with the use of graphic organizers, and 2) to study best practices in learning management based on computational thinking concepts combined with the use of graphic organizers that promote systems thinking skills in using language for reasoning among Grade 12 students. The target group consisted of 28 Grade 12 students from a demonstration school in Bangkok in the academic year 2024. Data were analyzed using arithmetic mean, relative gain score, and qualitative data analysis. The findings revealed that 1) after receiving instruction based on computational thinking concepts combined with the use of graphic organizers, students had a better level of development in systems thinking skills in using language for reasoning, with an average relative gain score of 70.95, which is considered high. Examining the thinking assessment worksheets in each learning cycle showed that students' scores increased in every cycle of the learning management, with scores of 4.15, 5.7, 9.25, and 11.65, respectively. 2) Three best practices were identified: 1) connecting reasoning content to familiar and interesting topics;2) learning from examples to create knowledge prototypes; and 3) collaborative thinking and creation to develop graphic organizers.

Word Stress Errors in Polysyllabic Words: Effects of Syllable Number and Word Familiarity Among Thai EFL Learners

Sirinat Wongsiri — 2026-06-22

This research aims to investigate the effects of syllable number (2-, 3-, 4-syllable words) and word familiarity on English word stress production among Thai EFL learners, using polysyllabic words with neutral affixes that do not affect stress placement in the word list. The participants were 20 third-year English major students in Chiang Rai, Thailand, who had basic knowledge of stress production in two-syllable, three-syllable, and four-syllable words due to completed courses in Introduction to Linguistics and Phonology. They were required to be at the B1 level or lower by taking the CEFR level test from the British Council Global. The data were collected by giving participants a task to read aloud 60 polysyllabic words (30 familiar, 30 unfamiliar) in isolation to test word stress production. The results revealed that the number of syllables had a significant effect on participants’ word stress placement, with more syllables resulting in more stress placement errors due to increased complexity. Moreover, word familiarity also had a significant effect on word stress placement, as the unfamiliar word set had a higher error rate than the familiar word set. Participants tended to avoid using Thai stress patterns to pronounce the given words since they probably had phonological awareness. However, participants showed a tendency to apply Thai stress patterns to unfamiliar words automatically when they did not know how to pronounce those words, following the Thai stress pattern that participants were used to.

The Development of a Learning Model Using the PPP Technique Integrated with the “Fun Mystery Box” to Enhance Motivation in Learning Chinese Among Grade 4/5 Students at Chongfah Xinsheng Wanishbamrung School

Pattaraphon Rachapan — 2026-06-22

The objectives of this research were: 1) to create and determine the efficiency of the learning model using the PPP technique combined with the “Mystery Box”, based on the 70/70 criterion; 2) to implement and investigate the results of using the learning model by: 2.1) comparing Chinese language learning achievement before and after learning, and 2.2) comparing learning motivation before and after learning; and 3) to study satisfaction and propose suggestions for creating motivation in Chinese language learning. The research methodology employed a Research and Development (R&D) process comprising three steps: Step 1: Creating the learning model using the PPP technique combined with the Mystery Box; Step 2: Implementing and analyzing the model's results; and Step 3: Analyzing satisfaction and generating suggestions. The research design was a one-group pretest-posttest design. The sample group consisted of 48 Grade 4/5 students at Chongfah Xinsheng Wanishbamrung School in Chiang Mai Province, selected through purposive sampling. The research results revealed that the efficiency index of the learning model using the PPP technique combined with the Mystery Box was 95.75/96.56, which exceeded the set criterion (70/70) and was at a passing level. This indicates that the learners developed their skills effectively. Motivation increased by 41.33%, and satisfaction increased by 43.25%, with post-learning scores being higher than pre-learning scores. Furthermore, the study summarized suggestions for instructional management to enhance motivation for primary school students.