Academic Journal of Humanities and Social Sciences Buriram Rajabhat University

Inspirational Discourse in Steve Jobs’ Commencement Speech: A Multimodal and Interdiscursive Analysis of Motivational Language

สมาพร นนท์พละ — 2026-09-04

This study adopts a qualitative approach to examine how inspirational discourse is constructed in Steve Jobs’ 2005 Stanford commencement speech. Focusing exclusively on the first section of the address, video and transcript data were manually transcribed and coded for motivational language types (empathetic, meaning-making), multimodal features (prosody, gaze, gesture, pauses), and interdiscursive resources. Findings show Jobs predominantly employs empathetic and meaning-making language, embedding personal narratives that reinterpret uncertainty as purposeful or “connecting the dots.” High
modal density, energetic prosody, targeted gaze, subtle gestures, and timed pauses, foregrounds reflective
storytelling, while audience responses (laughter, applause, attentive gaze) co-construct the speech’s inspirational effect. The study demonstrates that inspirational meaning in commencement addresses emerges from the interplay of verbal content, embodied performance, and discursive layering. Although limited in scope, the analysis provides rhetorical strategies in commencement speeches and lays the groundwork for future comparative research across speakers, institutions, and cultural contexts.

A Study of Needs Assessment for the Development of the Graduate Diploma Program in Teaching Profession, Faculty of Education, Buriram Rajabhat University

เอกชัย ธีรภัคสิริ — 2026-09-04

The purposes of this research were: 1) to develop information regarding the needs for curriculum
development, and 2) to assess the needs for developing the Graduate Diploma Program in Teaching
Profession at Buriram Rajabhat University. The study was conducted in two phases. Phase 1 involved focus
group discussions with 40 stakeholders representing key groups in curriculum development, including
educational experts and administrators, graduates’ employers or school principals, teachers, program
administrators, full-time and part-time lecturers, alumni, and current students. A semi-structured interview
form for focus group discussions on curriculum development was used as the research instrument. The
Index of Item-Objective Congruence (IOC) ranged from 0.60 to 1.00. The data were analyzed using content
analysis.
In Phase 2, data were collected from 155 stakeholders using a five-point rating scale questionnaire on the
needs for curriculum development. The questionnaire consisted of 40 items covering four domains:
knowledge, skills, ethics, and characteristics. The IOC values ranged from 0.60 to 1.00. The data were
analyzed using percentage, mean, standard deviation, and the Modified Priority Needs Index (PNI_modified).
The findings revealed that: 1) desirable graduates should possess knowledge and competencies in the
teaching profession, particularly in instructional design and learning management, research, measurement
and evaluation, and the integration of technology in teaching and learning. In addition, they should
demonstrate communication skills, teamwork, the ability to create educational innovations, as well as morality, ethics, and professional teaching ethics, enabling them to effectively perform their professional responsibilities and contribute to educational development in ways that are appropriate to community and societal contexts. 2) The results of the needs assessment indicated that the domains of knowledge and skills had the highest priority needs (PNI_modified = 0.12), followed by characteristics (PNI_modified = 0.09) andethics (PNI_modified = 0.08), respectively.

Perceived Program Value and Learning Anxiety Affecting Acceptance of Flexible Learning Program at an Open University: A Structural Equation Modeling Approach

รัชนี พลแสน — 2026-09-04

This research aimed to analyze the influence of perceived program value and learning anxiety on the
acceptance of a flexible learning program in an open university context. A quantitative research approach was
employed, collecting data from 1,050 undergraduate students at an open university using cluster random
sampling. The research instrument was an online questionnaire. Data were analyzed using descriptive and
inferential statistics through Structural Equation Modeling (SEM).
The results revealed that the structural equation model fit the empirical data well and accounted for
58.0% of the variance in the acceptance of the flexible learning program (R² = 0.580). Perceived program value
had a significant positive effect on the acceptance of the flexible learning program at the p < .001 level and
was the primary predictor with the highest influence (Standardized Loading = 0.761, Z-Stat = 51.25). Meanwhile,
learning anxiety also showed a significant positive effect at the p < .01 level (Standardized Loading = 0.056, Z-
Stat = 2.70). The findings suggest that higher education institutions should prioritize designing flexible curricula
that respond to learners' readiness, alongside developing support systems to alleviate learning anxiety, a crucial
mechanism for driving program acceptance in the digital era.

The Mediating Role of Pre-service Teachers in Local Development Activities: An Ethnography of Learning in Multicultural Communities of Northeastern Thailand, A Case study of Ubon Ratchathani Rajabhat University

กฤติน ขันละ — 2026-09-04

This ethnographic study aimed to: 1) explore the communication experiences of pre-service teachers
in local development activities, 2) analyze the factors facilitating and obstructing their mediating role, and 3)
develop a mediating role model for pre-service teachers in multicultural contexts. The study employed a
qualitative approach grounded in an interpretive framework. Forty-two purposively selected informants
participated across three groups: 33 pre-sevice teachers, 5 supervising lecturers and instructors, and 4
community leaders and local experts in multicultural communities of north-eastern Thailand, The principal site
was the Bru ethnic community of Ban Tha Long (Khong Chiam District), with additional sites at Ban Chi Thuan
(Khueang Nai District), Ban Chang Mo (Warin Chamrap District), and Ban Si Than (Yasothon Province). Data
were collected between October 2024 and October 2025 using open-ended questionnaires, in-depth
interviews, participant observation, reflective journals, and field notes, continuing until theoretical saturation
was reached.

Regarding the first objective, the core experience of pre-sevice teachers was contextualcommunication: adjusting register and language variety for different interlocutor groups to reduce status distance and build trust. Second, facilitating factors included cultural understanding, the ability to translate academic knowledge into everyday language, and structural cooperation from the community and institution. Obstacles involved linguistic and cultural differences, misinterpretation, managerial constraints, and
psychological factors. Third, the study developed a mediating role model structured as a four-stage process:
1) access and rapport building, 2) message transfer and reception, 3) negotiation and application, and 4)
reflection and data return. The model indicates that obstacles serve as learning spaces rather than failures,
helping pre-service teachers transition from simple message senders to cultural interpreters. This
development occurred on two levels: pre-service teachers gained intercultural competence in knowledge,
skills, and attitudes, while communities received innovations and media produced through joint work.
Ultimately, the model provides a practical framework for designing teacher education curricula and local
development activities in Rajabhat University contexts.

Challenges and Opportunities in Integrating CLIL, TPACK and Active Learning for Learning Management in the Digital Era

Sukanya Sudararat — 2026-09-04

The transformation of digital society, the Fourth Industrial Revolution, and the rapid advancement of artificial intelligence have compelled education systems to accelerate the development of learners with competencies aligned with the demands of the modern world. Although Thailand has continuously implemented the Education 4.0 policy, results from the Programme for International Student Assessment (PISA) and English proficiency levels among Thai learners continue to reflect limitations in critical thinking, language use, and the application of technology. This article aims to synthesize and integrate three major conceptual frameworks: Content and Language Integrated Learning (CLIL), Technological Pedagogical Content Knowledge (TPACK), and Active Learning. The objective is to propose appropriate learning management approaches for the Thai educational context at the primary, secondary, and higher education levels. This was achieved through a synthesis of related literature, conceptual frameworks, and research both domestically and internationally. The synthesis reveals that CLIL, TPACK, and Active Learning are highly integrated and operate as a coherent system. Specifically, CLIL establishes learning goals encompassing both language and content; Active Learning defines learner-centered processes; and TPACK determines teacher competencies in designing technology-enhanced instruction. Furthermore, the integration of these three frameworks can be applied differently according to educational level. At the primary level, the focus is on building foundational language skills and learning through creative activities; at the secondary level, the emphasis shifts to analytical thinking and project-based learning; and at the higher education level, the priority is on developing professional competencies through the use of English, digital technology, and artificial intelligence. Nevertheless, implementation continues to face challenges related to teacher readiness, technological disparities, and integrated assessment. This article therefore presents policy recommendations and practical guidelines suitable for enhancing the quality of learning in the digital era.

Musical Arrangement and Notation for the Mixed Piphat Mai Nuam and String Ensemble for Thai Music Education

ekasit sunimit Sunimit — 2026-09-04

The systematization and notation of Thai music have a long historical background. Several prominent figures in the Thai music community have invented and developed notation systems to facilitate teaching and learning, as well as to preserve musical compositions from being lost over time. Thai musical notation takes various forms, utilizing numbers, English letters, and Thai characters to represent pitch levels. These notation systems have been applied to the instruction of Thai musical instruments in both Piphat and string ensembles, with a particular focus on melodic instruments such as the Pi Nai, Ranat Ek, Khong Wong Yai, Khong Wong Lek, and Ranat Thum. The mixed Piphat Mai Nuam and string ensemble is formed by integrating the structural elements of a traditional Piphat ensemble with a string ensemble. This is achieved by removing the high-pitched instruments and using padded mallets (Mai Nuam) for the percussion instruments. The pitch calibration for this mixed ensemble is anchored by the Khlui Phiang Aw, making it necessary to lower the pitch of the Piphat instruments by one step. Consequently, performers must adapt their playing techniques and melodic variations to harmonize with the ensemble’s primary melody. Recognizing the profound value that musical arrangement and notation for the mixed Piphat Mai Nuam and string ensemble hold for Thai music education, the author has compiled this article.