The Results of Using Online Interactive Learning to Enhance English in Daily Life towards ASEAN for Lower Secondary Students with Hearing Impairment: A Case Study of Deaf School in Surin Province

Main Article Content

Wiphasith Hiranrat
Suparat Walakanon
Nipon Pimbaotham
Boonlueo Nabumroong
Sakchan Luangmaneerote


This research aimed to: firstly, find out the effectiveness of a developed online interactive learning in enhancing English in daily life towards ASEAN for hearing-impaired students at the lower secondary level. Secondly, to determine the learning achievement of the students who used the online interactive learning. Thirdly, to calculate the effectiveness index of the online interactive learning in enhancing English for the hearing-impaired students. Fourthly, to examine the relationship between learning avidity scores and learning achievement of the hearing-impaired students who used the online interactive learning. The research utilized a one-group pre-test and post-test design. The sample consisted of 35 hearing-impaired students at the lower secondary level from the School for the Deaf in Surin Province, who expressed interest and readiness. The data was collected during the first semester of the academic year 2022. The research employed four tools: online interactive learning related to English in daily life towards ASEAN, pre-test, post-test, and learning avidity scores based on the eight desirable characteristics of students. The data analysis involved the use of percentage, effectiveness index, dependent t-test, and Pearson's Product Correlation Coefficient. The research findings indicated that online interactive learning enhanced knowledge of English in everyday life towards ASEAN, with an efficiency rating of 1.82 according to the Meguigans’ criterion. Similarly, the learners' learning achievement after using online interactive learning was higher compared to before learning, with a statistical significance level of 0.05. The effectiveness index of online interactive learning was found to be 0.3139, indicating that the learners experienced a learning progress of 31.39 percent, which did not align with the set assumptions (more than 0.80 or 80 percent). Furthermore, the study revealed that the learning avidity scores and learning achievement of the learners were significantly correlated at the 0.05 level.

Article Details

Research Paper
Author Biographies

Wiphasith Hiranrat, -

 Department of Computer Technology, Faculty of Agriculture and Technology, 
    Rajamangala University of Technology Isan, Surin Campus, Thailand 

Suparat Walakanon

Department of Linguistics, Faculty of Management Technology

Rajamangala University of Technology Isan, Surin Campus, Thailand 

Nipon Pimbaotham

* Department of Computer Technology, Faculty of Agriculture and Technology, 
    Rajamangala University of Technology Isan, Surin Campus, Thailand 


Boonlueo Nabumroong

   Department of Computer Technology, Faculty of Agriculture and Technology, 
    Rajamangala University of Technology Isan, Surin Campus, Thailand 


Sakchan Luangmaneerote

* Department of Computer Technology, Faculty of Agriculture and Technology, 
    Rajamangala University of Technology Isan, Surin Campus, Thailand 


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