Manutsat Paritat: Journal of Humanities

Humor Translation Strategies from Thai to Chinese in Film Subtitles of “Oh My Ghost”

Pattarapong Kongwattana — 2026-06-30

This study aims to analyze the strategies employed in creating and translating humor from Thai into Chinese, focusing on the Chinese subtitles of the film series Hor Taew Tak parts 2–5. The analysis identified a total of seven strategies used in the translation of humorous elements: (1) literal translation, (2) paraphrasing, (3) cultural substitution, (4) neologism, (5) addition, (6) omission, and (7) amplification. A total of 44 instances of humor were found in the films. Among the translation strategies, amplification was used most frequently (28.48%), followed by literal translation (25.95%), paraphrasing (19.62%), substitution (8.86%), neologism (10.13%), cultural substitution (4.43%), and omission (2.53%), respectively. The findings suggest that amplification serves as a compromise strategy between the source and target languages, while literal translation is often employed when rendering culture-related humor that can be easily understood in a straightforward manner.

Co-Teaching Instruction at the Tertiary Level in Thailand: Students’ Achievement Leading to Teachers’ Professional Development

Wilasinee Darachai — 2026-06-30

In the Thai context, co-teaching instruction, where two teachers are collaboratively delivering instruction in a classroom, has been implemented mostly in bilingual or international school settings. It is believed that this instruction has twofold benefits of student’ learning outcomes and teacher’s professional development. Despite its mutual potentials, there seems to be a lack of empirical evidence of its implementation and thorough investigation at the tertiary level. This study aimed to investigate the effectiveness of a co-teaching approach on students’ English language achievement and explore how it could professionally develop teachers’ teaching practice. Mixed-methods design research was employed, using a pre-test and post-test design to collect students’ English proficiency and teachers’ reflective accounts as evidence of their professional growth. The findings yielded positive and significant outcomes for students’ English proficiency. A paired-samples t-test revealed that the post-test mean score (x̄ = 44.89, SD = 7.55) was significantly higher than the pre-test mean score (x̄ = 38.30, SD = 7.04), t (99) = -7.509, p < .001, indicating a statistically significant improvement in students’ English proficiency. Through the design of Collaborative and Coaching (CO2) Instruction, this study provides an alternative approach that possibly caters to students’ different learning needs and significantly contributes to teachers’ professional growth and wellbeing. Furthermore, the findings present noteworthy pedagogical insights and highlight valuable directions for future research regarding co-teaching implementation in Thai higher education.

Victory or Defeat? Kinderland as a Battlefield of Collective Memory

Waraphorn Poonsombat — 2026-06-30

Literature has always functioned as an essential medium of collective memory, allowing historical events to be experienced more deeply than mere facts. In this context, the graphic novel, as a hybrid genre of image and text, offers a unique aesthetic dimension for conveying emotions and subjective perspectives. This study examines Mawil’s work Kinderland as a medium of collective memory. The goal is to analyze what collective memory is represented in Mawil’s Kinderland and how. Astrid Erll’s (2017) theoretical framework on the rhetoric of collective memory is used to identify the characteristics of this representation. In addition, Michael Staiger's (2022) picture book analysis supports the investigation of the intermodal level of memory. The research results show that both the experiential memory of friendship and the monumental memory of the fall of the Berlin Wall are represented. Interestingly, there are also points of convergence where the experiential and monumental modes appear harmoniously and simultaneously, each attempting to highlight its own role. This illustrates the unstable relationship between the two modes, which alternate, merge, or dominate one another. Consequently, Kinderland proves to be not only a medium of collective memory. It is, rather, a battlefield where both forms of memory interact in diverse ways and complement each other.

From Epistolary Novels to Chat Fiction: A Comparative Study of Narrative Order and Duration

Supitcha Kitiyot — 2026-06-30

This study compares the narrative forms in epistolary novels, a story in letters, and chat fiction: a story that is being told through text messages, using Gerard Genette’s narratology (order and duration) to compare the narrative structure between them. The samples are collected from four literary texts based on three-step media timeline: Dangerous Liaisons, TTYL, Private Chat, and WHO #KraiEekKhon. The study shows an epistolary novel’s arranges narrative order using a nonlinear, complete analepsis. At the same time, chat fiction may cause the narrative order to be more chronologically arranged with the combination the structural fragmentation of partial analepsis. In the case of narrative duration, a letter can cause the narrative duration of an epistolary novel to be comprised of “summary” and “descriptive pause”. Conversely, transitional print chat fiction (TTYL) simulates a typographical “scene”, whereas chat fiction platform enforces a dynamic “scene”, and “pauses” generated by simulated pace configuration and typing indicators (...). Furthermore, while both types of novels frequently use ellipses in their narratives, the structural delivery varies from the ellipsis between or implicitly within letters to the ellipsis between or within the chat box, introducing internal temporal skips within a continuous scrolling thread that simulates a state of “connected presence”. Finally, the observation shows that communication tools as a narrative medium significantly influence the construction of the narrative discourse, especially narrative order and time, which significantly cause different dramatic effects and shape the exploration of narrative themes such as love, affairs, gossip, friendship, and psychological horror.

A Study of Contributing Factors to Loneliness in First-Year University Students: A Case Study in a Private University

Angkana Siriumpankul — 2026-06-30

This study aimed to 1) examine the level of loneliness among first-year university students and 2) investigate the relationships between personal factors and loneliness. The sample consisted of 410 first-year students from a private university, selected using simple random sampling. The research instrument was a questionnaire comprising two parts: demographic information and the Revised UCLA Loneliness Scale (Thai version). Data were analyzed using statistical software. Descriptive statistics included percentage, mean, and standard deviation, while inferential statistics included t-test, one-way ANOVA, and post hoc comparisons using Tukey’s HSD method.

The findings indicated that the majority of participants experienced a level of loneliness requiring attention, accounting for 51.46% (n = 211). The analysis of variance revealed that five factors were significantly associated with differences in loneliness levels at the .05 level, including daily social media use, participation in university activities, living arrangements, monthly expenses, and grade point average.

These findings emphasize the importance of promoting voluntary student participation in university activities and developing supportive social environments to reduce loneliness among university students.

A Study of the Play Aphai Nuraraj through the Concept of Patriarchy

Nattaphong Keawseesod — 2026-06-30

This article aims to study the play Aphainuraj through the concept of patriarchy, employing Michel Foucault’s discourse theory and Roland Barthes’ concept of myth as analytical frameworks. The study applies content analysis to the 1985 Fine Arts Department edition of Aphainuraj. The findings reveal that the text reflects a patriarchal social structure by positioning male characters, particularly King Aphainuraj, as the center of power in his roles as ruler, husband, and arbiter of social legitimacy. Female characters, meanwhile, are devalued and portrayed as subordinates, objects of male desire, and self-sacrificing women within the idealized framework of the “virtuous woman.” Furthermore, patriarchal discourse legitimizes the exercise of power and violence against women, while myths surrounding the ideal lady and the self-sacrificing mother normalize female submission as a virtue. The study demonstrates that Aphainuraj not only reflects but also perpetuates ideas concerning gender, power, and patriarchal values in Thai society.

Guidelines for Applying Metacognitive Strategies and ChatGPT in Teaching Korean Writing

Kittichon Khoatkham — 2026-06-30

This article aims to propose guidelines for applying metacognitive strategies and ChatGPT to the teaching of Korean writing, serving as a foundation for classroom implementation and for further research. To this end, the article reviews and synthesizes relevant literature, conceptual frameworks, and theories on language learning strategies, metacognitive strategies, process-oriented writing, and the use of ChatGPT in teaching Korean writing. The synthesis suggests that metacognitive strategies—especially planning, self-monitoring, and self-evaluation—enhance learners’ self-awareness and self-regulation, leading to improved writing performance. These core strategies can also be integrated with ChatGPT, which can support learners quickly through reflective questioning and the provision of hints. Nevertheless, such use should be guided by clear ethical principles, and human teachers remain essential for providing critical feedback and making final evaluations. Based on these findings, the article designs an instructional model grounded in the Cognitive Academic Language Learning Approach (CALLA; O’Malley & Chamot, 1990), consisting of five stages: preparation, presentation, practice, evaluation, and expansion. Process-oriented writing stages are incorporated into the practice phase, and sample prompts as well as a checklist for assessing learners’ use of metacognitive strategies are also provided.

The Guideline to the Prosperity and the Stability of Buddhism: A Case Study from the Mahaparinibbana Sutta

Weerayut Kerdnaimongkol — 2026-06-30

This academic article aims study the Mahaparinibbana Sutta which provides guidance for the flourishing of Buddhism by establishing the role of the Dharma and Vinaya as the teacher. It includes the Mahapadesa 4 as guidelines for verifying the accuracy and clarity of claims regarding the Dharma and Vinaya. Furthermore, there are various categories of teachings that govern the qualities of monks, such as the Bhikkhu Aparihaniyadhamma or the principle of the "mirror of Dharma" for self-examination. It also suggests that practicing the Dharma is the highest form of worship, encouraging the adoption of the teachings as a way of life for Buddhist disciples. The principle of heedfulness guides monks to be aware of potential future dangers. All of this can only be achieved through the study of the Dharma and Vinaya by Buddhist disciples and their application in their lives, enabling them to be self-reliant and ultimately contributing to the well-being of many people and the benefit of the world. This allows the religion to flourish in people's hearts, endure in society, reflect the values of the Dharma teachings, and lead to the true flourishing of Buddhism.