ISSN 2286-976X (Print)

ISSN 2539-5513 (Online)



Volume 7 Number 1, January - June 2020 (In Progress)

Efficiency Enhancement of Law Enforcement to Prevent and Resolve
a Ponzi Scheme Problem in the Transnational Venture Capital

Pongsiri Ta-in1* and Thamavit Terdudomtham2
Email: 1*,
* Corresponding author
Received 22 January 2020 / Accepted in final form 3 February 2020 / Publish Online 7 March 2020


The objectives of this research are to study the problems and impact of a fraudulent transnational venture capital firm using Ponzi schemes to defraud investors in Thailand and to study the problems, obstacles, and limitations of law enforcement as well as offer recommendations to empower law enforcement agencies to deal with the problem more effectively. This qualitative study employs documentary research, non-participant observation, in-depth interviews, and a focus group. The results show that a Ponzi scheme was organized by criminals that used social media and a fraudulent transnational venture capital investment company as deception tools. In this case, the Royal Thai Police arrested 32 suspects. There were 50,000 victims, and cash flow in the company bank account was about 10,000 million Baht. The problems, obstacles, and limitations law enforcement faced were divided into the following five categories: offenders, victims, legislation, law enforcement, and informal finance. The following seven recommendations were proposed to empower law enforcement authorities to become more efficient: establishing a Ponzi scheme prevention and suppression agency, establishing a fund to prevent Ponzi schemes, informing the public about Ponzi schemes, applying foreign laws to domestic laws, increasing domestic funding, implementing rotating community savings, and establishing a special jurisdiction for economic crime cases.

Keywords: Efficiency Enhancement, Law Enforcement, Ponzi Schemes, Transnational Organized Crime, Venture Capital, Fraudulent

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The Evolution of Chinas Security Policy: From Deng to Xi

Nutthathirataa Withitwinyuchon
Received 5 February 2020 / Accepted in final form 26 February 2020 / Publish Online 3 April 2020


The increasingly aggressive security policy of China in the past recent years has demonstrated significant departure from Deng-prescribed foreign policy practiced since the 1980s and therefore raised the eyebrows of many observers. As Chinese security policy inevitably has meaningful implication on not only regional but also global peace and stability, this visible deviation definitely deserves a closer examination. In order to explain China’s changing security policy posture, this paper has traced changes in China’s national identity from Deng to Xi era and analyzed how they defined the regime’s interests which consequently shaped security policy. Based on constructivists’ assumption, this paper posits that the way the world see China and the new Chinese perception of themselves as a great power has thus far contributed to the vigorous move in China’s security concerns, especially in the East and South China Sea.

Keywords: China, Identity, Security Policy, Deng Xiaoping, Xi Jinping, Constructivism

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Suggestions on How to Use Scaffolding to Enhance Interactional Competence 
in the EFL Speaking Class

Sutinee Pourpornpong
Received 5 February 2020 / Accepted in final form 26 February 2020 / Publish Online 3 April 2020


 This article reports the research evidence found from using scaffolding as an intervention in order to improve students’ interactional competence (IC) in the EFL speaking class. The research was conducted at Chandrakasem Rajabhat University and thirty eight of third year English major students were participated in this study.

The empirical evidence on scaffolding for speaking class indicated that scaffolding is a flexible teaching method that can be used to assist different levels of students’ speaking competency. However, to gain effectiveness and improvement, several practices are required. To achieve the ultimate goal in improving students’ IC, the teacher must be keen and have great understanding towards scaffolding instructions. Similarly, the teacher must pay attention to students’ speaking abilities, interests, and their limitations so each student can be assisted timely and appropriately. Lastly, the teacher must be able to demonstrate and describe his/her expectations towards students’ interactional competence development clearly. Useful and supportive feedback are critical for students’ improvement.

Keywords: Scaffolding, Interactional competence, EFL speaking classroom, Feedback 

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