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.

Studies on Thai Language Teachers’roles towards the Conservation and Promotion of the Thai Culture in the Rajamangala Institute of Technology Central Campuses The purposes of this research were : 1) To study the general environment and roles of Thai language teachers towards conservation and promotion of Thai culture among the students and the community 2) To compare the roles of Thai language teachers being classified by their teaching experiences and education levels towards the conservation and promotion of Thai culture. 3) To study Thai teachers’ problems and obstacles in carrying out the said task. Samples of the research were 160 Thai language teachers. The instruments of the research were questionnaires. The data analysis was done on SPSS program. The result of the research showed that : 1) Most Thai language teachers had not been trained in the conservation and promotion of Thai culture. 2) There was no signifecant difference at level of 0.5 between the roles of the two groups of Thai language teachers in the conservation and promotion of Thai culture. 3) The Thai language teachers’ problems and obstacles in carrying out the conservation and promotion were lack of opportunities to acquire trainings or to participate in seminars on Thai culture lack of budgets document texts and audiovisual aids on Thai culture.

The purpose of the study was fourfold: 1) to construct a computer-assisted-instruction (CAI) of Basic Thai for Business Communication at 2) to determine the efficiency of the CAI at 80/80; 3) to compare the student learning achievement of the CAI based on the pretest and posttest scores ; and 4) to determine the students’ satisfaction towards the CAI. The subjects of the study were the 30 first-year undergraduate students majoring in Finance and Marketing the Faculty of Business Administration at Rajamangala University of Technology Pranakorn in 2008. The instrument and procedures comprised 4 parts. Part one contains the 8 units of CAI of Basic Thai for Business Communication each consisting of examples an end-of-unit exercise and a 5-item-end-of-unit test to measure lesson efficiency. Part two is the try-out CAI to determine its efficiency based on the results of the three respective groups which were initially 6 students majoring in Accountancy then 10 students majoring in Accountancy and finally 30 students majoring in Accountancy from the Faculty of Business Administration. The data were analyzed in percentage and mean. Part three comprises the tests consisting of the 30-item pretest and posttest containing the shuffled pretest items to compare the student achievement. The learning achievement was determined by t-test. Part four is the 10-rating scale items to survey the students’ satisfaction towards the CAI. The data were interpreted in mean score.The results indicated as follows: 1) the CAI of Basic Thai for Business Communication can be effectively complemented to teaching and learning; 2) the efficiency indication of the CAI of Basic Thai for Business Communication was higher than the set criteria 80/80 at 84.58/87.44; 3) the posttest scores were significantly higher than the pretest scores at 0.05; 4) The students were extremely satisfied with the CAI of Basic Thai for Business Communication in all aspects at Σ x 4.37.