# The Effectiveness of an Authentic E-Learning Environment for Deaf Learners
## 8 Recommendations and Conclusions  
We admit that we are acutely aware of the numerous discussions regarding improving the literacy of deaf students in L1 and that further study and pedagogical strategies are required in this field. Additionally, it is highly advised that deaf students be taught in an interactive visual environment. Deaf learners must learn how to use e-learning effectively in a suitable and sign language-based learning environment. E-learning and distance learning are strategic choices, and students with hearing impairments must have adequate digital devices and Internet speeds. For deaf students who struggle with technology and instructional materials, individual tutoring may be necessary. As a recommendation for designing e-learning for deaf education with authentic themes, considering deaf cultures and their needs to be embedded in learning settings should be given priority, which increases motivation and the positive effect of online learning. The results can be gathered from interviews with deaf learners to understand their interests in authentic topics. In conclusion, this study provided reliable results to present the positive effect of authentic themes in e-learning, and motivation among deaf participants was observed. The findings indicated that the combination of real-world situations and technology tools to design tasks increases engagement and assists in inclusive educational practices. Moreover, implications of sign language-based tools, interactive visual aids, and real-time captioning to design motivated and active e-learning environments are needed. Furthermore, the importance of preparing a collaborative learning setting was highlighted. The role of authentic e-learning in enhancing the learning experience for deaf learners was observed, and the study addressed the specific needs through inclusive and visually rich environments to bridge the gap in deaf education and promote deaf learner's lifelong learning. As indicated by deaf learners' perspectives, learning through real-life situations increased their learning motivation, and the flexibility of e-learning prepared them an opportunity to learn in their free time. The research questions addressed the satisfaction of deaf learners, and their learning through an authentic theme was useful. Moreover, additional factors were gained for designing an e-learning setting for deaf learners, which could be helpful for future research. Factors such as adopting sign language-based learning settingsand designing the learning setting around Deaf culture were found as additional elements for designing e-learning. To sum up, this study examined the effects of authentic learning as an intervention on BSL proficiency in an online sign language learning environment. Future research on the writing abilities of deaf learners can examine the efficacy of this strategy. As a result, a larger deaf population can be studied using more realistic tasks. Since deaf learners did not receive instruction in a physical institution, learning a foreign language (FL) in sign format was a great opportunity for them. The current study aimed to close the gap in the literature on authentic e-learning for deaf learners. E-learning is feasible and can increase motivation among deaf learners. To improve distance learning for deaf learners, schools must provide and support deaf students' needs. Lastly, distance education could bring more opportunities for deaf people to ensure their future success in academics and careers. Conceptualization, N.N., I.O. and A.F.M. ; methodology, N.N., I.O. and A.F.M. ; software, N.N. ; validation, N.N., I.O. and A.F.M. ; formal analysis, N.N. ; investigation, N.N., I.O. and A.F.M. ; resources, N.N., I.O. and A.F.M. ; data curation, N.N. ; writing--original draft preparation, N.N. ; writing--review and editing, I.O. and A.F.M. ; visualization, N.N., I.O. and A.F.M. ; supervision, I.O. and A.F.M. All authors have read and agreed to the published version of the manuscript. This research received no external funding.