online media has increased. At the same time Chinese students opportunities to learn Thai through real-life experiences in Thailand are limited by such circumstances. Chinese students need more online Thai teaching media to improve their language skills. Therefore the researcher is interested in studying the use of Thai language teaching and learning online media of Chinese learners. A questionnaire was used to collect data form Chinese Learners with Thai Major in Bangkok and Rural Areas. The results are as follow: Smart Phone is the most use device for use online media. Google translate application is the most use online media. The mostly of participants use online media for translation and interpretation. The mostly of participants choose and use their own decision after familiar with media. And the top three most common media usage problems are: First lack of concentration in online class. Second the content of Thai language teaching and learning online media is insufficient to meet expectations. Third the translation application cannot be translated correctly. From the in-depth interviews it was found that The most satisfying online Thai teaching medium is Zoom. The characteristics of Thai online teaching media that are most satisfied with the use are ease of use. And The most important factor in choosing online Thai language teaching materials is the accuracy of the information.

The study aims to examine the language use by Chinese students studying in the Department of Applied Thai Faculty of Liberal Arts Rajamangala University of Technology Phra Nakhon. The Participants were 10 Chinese tertiary students in a two-year-transfer program from Applied Thai Faculty of Arts Rajamangala University of Technology Phra Nakhon. The research instrument used in this study was Thai writing test. The collected data were analyzed by using qualitative approach. Textual analysis and thematic categorization were used to identify the results into four categories: grammatical errors (accuracy and acceptance) theme of story-telling organizational communication and others to describe Thai language used by Chinese students. The results of the study obtained from these Chinese students studying in Applied Thai Faculty of Liberal Arts Rajamangala University of Technology Phra Nakhon can be summarized as follows: 1. Grammatical errors (Accuracy and acceptance) concerns twekve sub-categories: (1) using words incorrectly according to the context and the meaning of each sentence (2) misused conjunction (3) writing long sentence without space (4) using words irrelevant in the clause or main clause (5) misspelling (6) using double negators (7) using several ๆ (repetition symbol for one word (8) No indenting content when opening new topic (9) using punctuations wrong (10) degree of words used were not equal (11) wrong sentence organization and (12) incomprehensible word usage. 2. Theme of storytelling: These participants had positive attitudes in story-telling by providing their impression on each point such as their impression on Thai culture Thai human relations appreciation for Buddhism’s faith scenery and atmosphere rules and etiquettes hotel and travel industries Thai foods Thai education as well as the beauty of Thai language. 3. Organizational Communication can be divided into three sub-categories: (1) using bullet points or number to introduce new ideas but the content was relevant to the same topic (2) Using narrative writing to describe story and (3) Using spoken language in narrative writing. 4. Others included eight characteristics as shown in the following: (1) Using verb “มี” (to have) at the start to the sentence instead of using noun or pronouns. (2) High frequency of “ที่” (relative pronoun) to modify clauses in several sentences (3) Using auxiliaries verbs to show hesitant for example “แทบไม่ (hardly) “ไม่ค่อยดี (not quite well) “เกือบ” (almost) and “ค่อนข้างดี” (quite well) (5) Using English word while writing in Thai (6) Using ellipsis point (….) at the end of the sentence (7) Using words to describe characteristics and (8) Arranging sentences by using Google Translate.

The purposes of this research were 1) to develop the model of group process Learning. 2) to compare the learning achievement between before and after learning from the group process Learning 3) to study the satisfaction of students of group process Learning in Thai for Presentation Course of the Students at Rajamangala University of Technology Pha Nakhon. This is an experimental research. The sample is 30 students in 1st year undergraduate in tourism major by purposive sampling who studied Thai for Presentation Course in the first semester (2019) at faculty of Liberal Arts Rajamangala University of Technology Pha Nakhon. The research instruments used in the experiment were 4 sets of group process learning management plan 1 set of achievement test used before and after learning and 1 set of student satisfaction questionnaire for group process Learning. The results were as follows : 1. The development of The group process learning using 4 sets which included small group process learning brainstorming group process learning discussion group process learning and the presenting group process learning was developed and applied in teaching and learning Thai for presentation course After the application the program was evaluated and it was found that the Index of Item Objective Congruence (IOC) of the evaluation of the quality of the group process management learning reached at 0.67. The Index of Item Objective Congruence (IOC) of achievement test reached at 1.00. And the Index of Item Objective Congruence (IOC) of the satisfaction reached at 1.00.

The purposes of this research were to investigate the desired characteristics of the Applied Thai Program’s graduates of the faculty of Liberal Arts and to compare the graduate users’ personal factors. The subjects were business organizations and executive managers. The research tools were questionnaire and interview. The data were analyzed by percentage mean standard deviation and F-test. The findings were as follows: As for employers’ satisfaction towards the graduates’ qualifications the desirable characteristics of the graduates both overall and within each aspect are at the high level ( x= 3.84). Moral and ethical behavior rated the highest desirable characteristics (x= 4.01) followed by domain of psychomotor skills (x= 3.99) as well as interpersonal skills and responsibility (x= 3.84). As for the comparison of the graduate users’ personal factors it was found that: as for types of business organizations the overall mean value of types of business organizations was not different but the mean scores of moral and ethical behavior and domain of psychomotor skills were statistically significant at 0.01 level. As for positions of graduate users the overall mean value of positions of graduate users was statistically significant at 0.01level. Moreover the mean scores of knowledge and university identity were statistically significant at the level 0.01 while the mean scores of moral and ethical behavior mathematical analysis skills communication skills information technology application skills and domain of psychomotor skills were statistically significant at 0.05 level. As for working experiences the overall mean value of working experiences was not different but the mean scores of university identity was statistically significant at the level 0.05. As for working tenure the overall mean value of working tenure was statistically significant at 0.01level. Moreover the mean scores of moral and ethical behavior knowledge cognitive skills interpersonal skills and responsibility mathematical analysis skills communication skills information technology application skills and domain of psychomotor skills were statistically significant at 0.01level while the mean scores of university identity was statistically significant at the level 0.05. As for employers’ needs the first desired characteristics of the graduates were information technology application skills and basic computer knowledge. Thai and English oral communication skills were the second desired characteristics.

This research aims to establish and measure the quality of students language proficiency Thailand for foreigners. Practical application Thailand Faculty of Liberal Arts Rajamangala University of Technology Phra Nakhon The sample of Chinese students High levels of Nanning 3rd year of study in Thailand. Faculty of Liberal Arts Rajamangala University of Technology Phra Nakhon No. 13 Semester 1 Academic year 2557 results were found. Measurement of Proficiency in Thailand. For Chinese Students The 3rd year of study in Thailand. Faculty of Liberal Arts The researchers created a multiple choice answer four options with 50 items measuring five aspects: the opposite of 10 questions the meaning close to 10 on the wrong side of 10 the right to have 10 problems and aspects. Selection of 10 items is measured with a content validity index based on the consistency of 1.00 with the difficulty (p) from 0.43 to 0.89 with discrimination (r) from 0.13 to 0.60 validity. Correlation coefficients ranging from 0.11 to 0.55 and the reliability coefficient for Bucks alpha ranging from 0.80 – 0.82 split half reliability ranged in value was 0.88 The results of the research can be a tool to measure language proficiency level of Thailand. Thailand is the language of international students at a certain level.