English has been recognized as a lingua franca in different aspects of communication such as international business, academic context, science and technology.  Despite the constant efforts of developing English education in Thailand, studies have shown that the achievement of Thai students was still unsatisfactory. Additionally, previous studies revealed Thai EFL learners faced a number of difficulties in pronunciation and speaking. The purposes of this study were to investigate the levels of the factors and the most and least factors causing in English mispronunciation of 2nd and 3rd year students in EIC at RMUTL Tak campus.  Fifty-one students were purposively selected from EIC of 2nd and 3rd year in 2019. The research instrument included questionnaire and adopted Likert scale for data analysis. The results found that 2nd and 3rd year students in English for International Communication (EIC) Program evaluated the factor causing in English mispronunciation found that 1) the first language interference factor have the highest mean value 2) phonetic ability factor 3) experience in studying English factor and 4) motivation factor have the lowest mean value.

This study aims to investigate factors affecting reading comprehension problems of 2nd, 3rd, and 4th-year students of English for International Communication (EIC) at Rajamagala University of Technology Lanna Tak. The study's objectives were 1) to examine the reading comprehension problems found most in 2nd, 3rd, and 4th year EIC students; and 2) to investigate the main factors influencing the reading problems that in turn, greatly affected the reading competence of 2nd, 3rd, and 4th-year students of EIC and how they cope with these problems. In this study, 77 EIC students demonstrated reading problems and factors which were adopted from Manutsawee (2015). The results showed that these students reflected different perceptions related to their reading problems and the factors that had an impact on their reading problems. The reading problems for the 2nd year EIC students were related to grammar, vocabulary, understanding, and personal experience with an average of 3.50, 3.43, 3.25, and 3.25, respectively. Meanwhile, the 3rd year students showed that they had difficulty with vocabulary (3.19) and grammar (3.10), with understanding and personal experience having the same average score (3.00). Finally, the 4th year students' reading problems were in the area of vocabulary (3.50), understanding and grammar (3.25), and personal experience (3.14). Moreover, the factor that affected EIC students' reading problems the most was identified as follows. The 2nd year students perceived students' attitude as the most influential factor at 3.91. However, the 3rd year students thought classroom teaching had the greatest impact on their reading problems at 3.79. Finally, the student's attitude was also the most influential factor, at 3.91, for the 4th year students.

Understanding words in motion pictures is a rewarding pathway for audience of cultural-based media and entertainment. The study aimed to investigate the most frequently used vocabulary in selected English drama movie scripts. It sought to find out the most frequently occurred part of speech and to probe the frequency of occurrences of each content words in the movie scripts. Five English drama movie scripts were chosen purposively as sources of the corpora. Applying the Antconc program software developed by Anthony, a total of 108 content words were noted and categorized for corpora analysis. There were 38 verbs, 28 adverbs, 24 nouns and 18 adjectives noted as commonly used vocabulary from the movie scripts. Among the verb types, have (366), can (276) and know (232) emerged as the most frequently occurred action words with a total frequency of 3,142 occurrences. In the case of adverbs, here (237), out (178), and about (163) came out as the most frequently used words with a total occurrence of 1,598. Nouns, on the other hand, have 1,574 occurrences with time (134), tree (133), and going (127) as the most frequently used name words. Adjective was found to be the least frequently occurred content word with 752 occurrences to include right (146), old (54), and only (53) as the top three frequently used noun modifiers. In conclusion, verb outnumbered the other three content words due to drama’s nature of involving the characters into action; and ‘have’ came out as the most frequently used verb because drama scenes imply possessions and obligations.