The purposes of this research were to design contents build both document-based and electronic-based teaching materials and find out the students’ satisfaction towards the use of ASEAN Economic Community related lessons for English writing courses. The sample group consisted of two 30-student sections of totally 60 third-year undergraduate students majoring in English for International Communication faculty of Liberal Arts Rajamangala University of Technology Phra Nakhon. After they had tried using the lessons did the document-based exercises answered the first questionnaire tried the electronic-based exercises and answered the second questionnaire their data were analyzed and revealed as follows. 1. The analysis of the first questionnaire revealed that the students’ average satisfaction towards the English writing content lessons was in the highly middle level with 3.15 out of 5 points or 63 per cent. 2. The analysis of the first questionnaire also revealed that the students’ average satisfaction towards the English writing document-based exercises was again in the highly middle level with 3.38 out of 5 points or 67.67 per cent. 3. The analysis of the second questionnaire revealed that the students’ average satisfaction towards the English writing electronic-based exercises was in the high level with 3.65 out of 5 points or 72.98 per cent. In comparison there was a difference of 0.27 points or 5.31 per cent between the students’ satisfaction towards the electronic-based exercises and that towards the document-based exercises implying that the students preferred the electronic-based exercises to the document-based exercises.

The purposes of the research were to conduct an error analysis in paragraph writing of the students of the faculty of Liberal Arts Rajanangala University of Technology Phra Nakhon to collect information to be used as a guideline for English teaching and learning and for English curriculum development for undergraduate students of the faculty. The simple-random sample group of 36 students was 40% of the total population 88 fourth-year students in the academic year 2010. The tools were a paragraph -writing worksheet and a form prepared to record the frequency of each type of errors ofeach sample The results of the study indicated that among four main types of errors : 1) paragraph format 2) paragraph structure 3) Grammar and sentence structure and 4) punctuation and mechanics it was found that errors in grammar and sentence structure were most frequently found (58.72%). This included 11 types of errors in the order of frequency found as follows: word choice verb forms detelminers sentence fragments prepositions singular/plural nouns verb-tenses run-on sentences subject-verb agreement wrong word order and use of reference terms accordingly.

The purpose of this study was to investigate how Thai undergraduate students do to improve their reading comprehension skills. This paper presents a qualitative investigation. A semi-structured interview is served as the main source of data. Forty students from different faculties of Khon Kaen University participated in the study. The transcribed interview data was analyzed with ‘open and axial coding’ techniques. The data analyses revealed two main emergent categories of reading strategies: 1) reading comprehension strategies (RC); and 2) reading comprehension enhancement strategies (RCE) with altogether 39 individual reading strategies. The interview result showed that the most frequently found strategies being reported were from the first category e.g. looking for unfamiliar vocabulary items and then searching for their meanings before reading (BRC 1) and searching for the meanings of unfamiliar vocabulary items while reading (WRC 1). On the contrary the students reported not to rely heavily on the strategies from the second category

The purposes of the study are 1) to develop the translating ability of undergraduates in Business English Field 2) to perceive learning activities problems and 3) to know the undergraduates attitude towards the learning activities using the Reflective approach and Group Investigation technique. The sample used in this study was 38 undergraduates of the Business English Field Academic Year 2006 of Rajamangala University of Technology Bangkok Commercial Campus. The researcher provided the undergraduates 50 business news per a week for 10 groups totaling 300 business news to study trough the seventh stages of the Reflective Approach and Group Investigation technique combination: stage1 student selected a business news to be studied stage2 students planed together and divided labor stage4 students prepared the final report stage5 was a presentation of the report to the class stage6 was an evaluation of each group work and stage7 was a reflective learning recording in the reflective learning form. The study was carried out 13 weeks for forty-two 50 minute periods. The experimental design was one group pretest and posttest design. The instruments used in this study were: 1) the preparation plan 2) The Reflective Approach and Group Investigation learning-activities plan 3) pre and post tests 4) summative tests 5) the RA and GI learning-activities working-observation forms 6) the Reflective leamingrecording form and 7) attitude questionnaires. All datas were statistically analyzed by mean percentage and the t-test

The purpose of this study was to compare undergraduate students reading writing performance and interest in learning English through reading instruction with and without computer in PowerPoint Program at Rajamangala University of Technology Phra Nakhon Bangkok Commercial Campus. The subjects for this study consisted of 80 undergraduate students in the first semester of the 2005 academic year of Rajamangala University of Technology Phra Nakhon Bangkok Commercial Campus. They were selected by using simple random sampling and divided into the experimental and control groups with 40 students in each. The randomized control group pretest -posttest design was used in the experiment. The experimental group was taught through the method in the reading instruction with computer in PowerPoint Program whereas the control group was taught through the method in the reading instruction without computer in PowerPoint Program. Each group was taught with lessons of the same content for sixteen 150 minute periods. The instruments used in the study were English reading writing performance tests and interest in learning English. The t-test for independent samples score was statistically used for data analysis. The results of the study indicated that: 1. The English reading performance between the experimental and control groups was significantly different at the .05 level. 2. The English writing performance between the experimental and control groups was not statistically significant. 3. The interest in learning English between the experimental and control groups was significantly different at the .05 level.