The aim of this research was to determine the effects of gender faculty and academic performance on the prevention of students to use to communicate on the Internet. Four hundred and thirty-three (male=225 and female=208) undergraduate students from 3 faculties including faculty of business administration and liberal arts science and agricultural technology and engineering in Rajamangala University of Technology Lanna Nan were used to fill in survey questionnaire. The results found that the gender had effected on the prevention oneself in the communication on the Internet. The male could prevent oneself more than female. In addition the student from engineering and science and agricultural technology could prevention oneself in the communication on the Internet more than faculty of business administration and liberal arts. However the academic performance had not affect on prevent oneself in the communication on the Internet. This study concluded that the prevention oneself in the communication on the Internet is affected by the gender and faculty but not the academic performance.

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