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 quasi-experimental research was to study the effect of an English camping program based on Cognitive Behavioral Theory on students self-efficacy in using the language for communication. The population of the study 118 first-year students of the faculty . of Liberal Arts Rajamangala University of Technology Phra Nakhon in the academic year 2009 were divided by using simple random sampling into 3 groups: experimental· group 1 whose members were assigned to participate in the English camping program based on Cognitive Behavioral Theory; experimental group 2 of which the members were given the infonnation on Cognitive Behavioral Theory and how to develop self-efficacy in using English for communication to read ; and the control group. The instruments used were a questionnaire a self-assessment questionnaire on self-efficacy developed by the researchers and Before & After reviews The statistics used were percentage and t-test. The results were as follows: 1. The level of self-efficacy in using English for communication after the groups participation in the English camping program based on Cognitive Behavioral Theory was significantly higher at the level of 0.05 which was not significantly different at the follow -up. 2. The self-efficacy level after participation in the English camping program was significantly higher at the level of 0.05 than that of the experimental group 2 after being assigned to read. 3. The level of self-efficacy after participation in the program was statistically higher than that of the control group at the level of 0.05. 4. The qualitative data collected from the group participating in the program indicated an improvement in the level of self-efficacy in using English for communication.