Films have always been seen as an entertainment and its power since birth has had strong impact on people's lives. Today, films are no longer thought of as simple entertainment media but rather educational tools as well. Globalization has contributed greatly to the availability of English-language films and that enriches the source of English learning material dramatically. This research paper explores the effect of using English films in English as foreign language (EFL) classroom. It reveals the effect on developing students' motivation, comprehension as well as communication skills. The study was carried out on a sample of two groups: an experimental group using films alongside their course book and a control group taught in a conventional way. The participants were classified as pre-intermediate level. The findings of this study have shown that those in the experimental group significantly outperformed their control group counterpart in terms of motivation and language production. Also, this study offers pedagogical implications for EFL teachers to use films in their classrooms to enhance students' listening and speaking skills which as a result improved students' learning.

Feedback is an important skill and a valuable part of any language course. The term feedback has been used by various scholars to refer to both negative as well as positive error treatment in both natural settings and the instructional setting. Some researchers have raised objections to corrective use and have pointed out that it is unhelpful or even harmful for students' writing development. Yet others seem to have established evidence in support of corrective feedback. Nevertheless, very few studies have conducted an experiment on the effectiveness in terms of accuracy on business letter writing. This quasi-experimental study involving 63 senior students in two sections of business English classroom at an international university in Thailand were divided into two groups. Each group received one type of feedback. The group that received direct corrective feedback perceived it positively hence they showed better improvement when compared to the group that received indirect corrective feedback which was negatively perceived. Further investigation on different writing types and different native language (L1) background would contribute more to the field's literature as more debate on the effectiveness of written corrective feedback will still need further research to address many unanswered questions.

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This present study investigates the effects of portfolios on the development of English as a foreign language ( EFL) learners' writing skills. For the purpose of this study 56 senior Thai undergraduate students majoring in Business English at an International University in Thailand were selected and divided into experimental and control groups. Each group, consists of 26 students, both of them were given pretest to ensure the same proficiency level. Throughout the eight weeks in which the experiment was carried, the experimental group was taught through portfolio assessment technique and the control group was taught using the conventional method. Besides, an independent sample t-test was carried out to see the significant differences between the two groups. In order to see the differences within each group, a paired sample t-test was applied. The statistical results showed that there was a significant difference between the experimental and control groups which signifies that those receiving the treatment, in this case, the portfolio based assessment, outperformed their control group counterpart in the area of writing skill.

This paper aims to investigate the English as foreign language (EFL) as teachers' attitudes towards the use of information and communication technology (ICT) in Thai setting. The participants of this study were six English teachers from an international university in Thailand which were further classified into two groups of "novice" and " experienced" teachers. Data were collected via interview methods with 6 teachers at an international university in Thailand. Findings show novice teachers have a positive attitude towards the use of ICT in their language classroom as compared to their experienced peers. The novice teacher makes use of more ICT-related materials and activities when compared to their more experienced counterpart. Nevertheless, many language instructors mentioned certain challenges in using ICT . Besides, teachers' acceptance or rejection of ICTs has pedagogical implications. It is agreed upon that ICTs make the learning process more enjoyable since students becomes more involved to learn through wide range of topics, materials and tools.