Abstract-English instructors in tertiary level in Thailand usually encounter with large classes with mixed-ability students in their classroom. Time constraints in the classroom also limit the activities to provide an opportunity for students to practice their lessons. Therefore, this paper attempts to investigate the use of Facebook as a learning tool outside the classroom for English classes. The subjects were 158 undergraduate students studying Foundation English I which is a compulsory general course for undergraduates at Kasetsart University Si Racha Campus in Chon Buri province, Thailand. The subjects were divided into two groups: 78 students majoring in engineering were in Group 1 and 80 students majoring in economics were in Group 2. The experiment started after formative test and it lasted seven weeks. Teachers posted questions twice a week and students allowed two weeks to do exercises. At the end of the courses, close-ended and open-ended questionnaires were distributed to students. The results showed that Facebook may be used as a learning tool outside English classroom. It could help promote motivation and attitudes to learn English as well as it can encourage the interaction between teachers and students. I. INTRODUCTIONLanguage teachers, especially at university level, have encountered large classes with mixed-ability students and classroom management in Thailand. These difficulties influence both language learning and teaching [1]. To cope with these problems, the teachers sometimes introduce out-of-class activities or e-learning exercises to provide opportunities for students to practice English skills.In addition, the use of social network spreads widely among the university students currently. Social networking engages people in social interaction and communication [2]. In fact, social networking technology is not only used for personal contact, but it can also be used for business and education purposes [3]. According to National Statistics Office in 2013 [4], the use of computer, Internet, and mobile phone of Thai residents continuously increases every year. In addition, the group of teenagers and young adults whose ages were between 19-24 years was the highest group to use the Internet in Thailand. 58.6 percent of the whole population explored Social Network (Facebook, Twitter, Hi5, GooglePlus) and 46.7 of all Thai residents used the Internet at Moreover, of all the social networking applications, Facebook was the most popular in Thailand or 28 million users in 2014 whereas the second rank was Twitter with 4.5 million users and the third rank was Instagram with the users of 1.7 million users [5]. Nevertheless, the purposes to use Facebook of the undergraduates in Thailand were for relaxation from loneliness, being socialized in groups, playing games, exposing oneself, curiosity about other's life, and being in trend [6]. Facebook allows users to create their own groups to share information, discuss on the particular topics, hence, it can be used as an online classroom [7]. There are the sug...

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The research study aims to investigate English usage in careers of graduates with business administration degree in seven fields of study: Finance, Management, Marketing, International Business, Hotel and Tourism Management, Managerial Accounting, and Logistics Management. Google apps, Facebook, and LINE were the main instruments to collect the data. The questionnaire was created in a Google Form, then, was distributed and shared via Facebook, Facebook messenger, and LINE. Data were analyzed in the forms of graph, chart and percentages by using Google Data Studio. SPSS was also employed to interpret the 5 rating scale questions. The number of respondents was 221. 41.6% of the respondents were 22 years old and they were fresh graduates. Level of English usage in the workplace was high (M=3.57) especially reading skill (M=3.63). English speaking was mentioned as the most useful course at work. English for Specific Purposes (ESP) courses were mentioned in particular careers. Graduates in Managerial Accounting mentioned English for Accountant I and II while graduates in Hotel and Tourism Management mentioned Technical English for Hotel Business, Technical English for Tourism Business, and English for Food and Beverage Service. The most required training topic was English communication, followed by English speaking and English writing. The respondents also perceived that the English language was important for career advancement (M=3.92).

The study examined menu descriptions of Thai restaurants on how appealing the menus communicated with customers. Data were taken from restaurant websites with 'Thai SELECT Premium' certifications in the UK. 673 menu items were obtained and analyzed in five categories (nationalism, characteristics, sensory cues, branding, organic and healthy concerns). Sensory cues category was mostly used (68.95%) followed by characteristics (41.9%) and nationalism 17.53%). Six Thai dishes on CNN Travel World's 50 Best Foods list in 2011 were investigated on appealing perception of menu descriptions via online questionnaire. Of the six dishes, there were 51 menu descriptions, and 26 descriptions were rated as 'much appealing'. Nationalism (20/26) was mostly found followed by sensory cues (16/26). Menu data were also analyzed by AntConc to extract the high frequency keywords and collocation patterns. Mostly found noun keywords were seven (sauce, chicken, curry, chilli, rice, prawns, and beef) and mostly found adjective keywords were four (sweet, green, red, and spicy). The most frequent collocation patterns were 'noun + noun' and 'adjective + noun'. Respondents requested short and precise menu descriptions, information of food ingredients to help in decision making, and local Thai food names either in Thai words or English transliteration to create exotic experience and to imply the originality.

<p><em>Vocabulary is very important for language learners. Limited knowledge of vocabulary can cause problems in language learning, especially in English for Specific Purposes (ESP). Students’ needs on English vocabulary should be invested for learning achievement. The research study was conducted with all students registering in an ESP course, English for Food and Beverage Service. The total number was 54 students: 48 females and 6 males. Three instruments were employed: first and post-activity questionnaires, task assignment, and a vocabulary test.  The food lists in the questionnaires fall into five groups: herbs, spices, and food seasonings; vegetables; fruits; meat and poultry; fish and shellfish. Vocabulary list with more than 50% chosen as needed in each food group from the first questionnaire distributed at the beginning of the course were used to create a test on students’ vocabulary knowledge. Two most chosen food groups for vocabulary knowledge development were herbs, spices, and food seasonings group (98.1%) and fish and shell fish group (96.3%). Fish and shellfish list was the only group indicated as a very great problem for the students (48.1%). Vocabulary test results showed the lowest score of 0/23 while the highest score is 22/23 from fish and shellfish group list. </em><em>Mean of the fish and shellfish food list is 10.80 which is the lowest mean among the five group lists on the vocabulary test.</em><em> 63% of the students admitted that task assignment responded to their needs of English food vocabulary development.</em><em></em></p>