# The Effectiveness of an Authentic E-Learning Environment for Deaf Learners
## 5 Data Analysis and Results
The teacher and their groupmate helped Turkish Cypriots learn the meaning of some vocabulary in BSL. According to their views, e-learning includes both Greek and Turkish Cypriot encouraging them to use the new BSL vocabulary to communicate with each other while completing the task and sub-tasks. \"I learned finger spelling in BSL first. Thanks to the teacher and my friends, they corrected my mistakes in BSL spelling. A teacher helped us choose good resources in the Internet, he also recommended me to use an application, we uploaded videos to our Facebook group, and my friend gave some feedback on my video... It was good. I am happy to join the learning via Internet.\" (P7) \begin{table}
\begin{tabular}{c c c c c c} \hline  & & \multicolumn{2}{c}{**Standardizer *} & \multicolumn{2}{c}{**Point**} & \multicolumn{2}{c}{**95\% Confidence Interval**} \\  & & & **Estimate** & **Lower** & **Upper** \\ \hline Pair 1 & Pre-test & & & & \\ score-post-test score & [PERSON]’s d & 6.876 & \(-\)4.429 & \(-\)6.420 & \(-\)2.424 \\ \hline \end{tabular}  
* Based on the pooled standard deviation of the paired sample.  
\end{table} 
Table 3: A Paired sample for estimating effect sizes. Multiple perceptions: Deaf learners believed that the different results from participants were interesting. For example, some of them did not agree with other results to name the cheapest and most expensive supermarket. Learning more because of having different results from tasks. Therefore, learners did not lose their interest and worked on the purpose topics. \"Using technology tools was very challenging for me, but it is ok I see I need to learn it; I searched some information on YouTube, and I asked from teacher. Both visual and written vocabularies were good enough to understand the meaning of the words. Yes, we had different results which I did not agree with some of them, I had some comments on...video, because I watched his videos which I disagreed about his given information.\" (P4)  
Collaboration is one of the most notable characteristics of authentic e-learning for deaf learners when they freely share their opinions, learn, and correct each other. \"The video for doing tasks provided by a teacher was helpful, he used a screen recorder program and sent us. We work together. I asked...,...To know how they complete their task. I think it means we had a good working.\" (P1)  
\"Yes, we finished the final homework, yes! Its name was the task, and we presented it. It helped me to be motivated because I had to finish on my part.\" (P10)  
\"Having a story (scenario) in the tasks provided us with a better understanding of BSL, I showed the vocabulary in BSL, but still, I have to learn more English vocabulary to learn more words in BSL. Cyprus has many British deaf people who come here as tourist; I hope I have more communication with them.\" (P2)  
Reflection on other products was another positive element of authentic e-learning. According to the observations from deaf learners' views, they learned to analyze their work and compare it with their peers. \"...we freely discussed on recorded videos and also during online meetings.\" (P2)  
Articulation in the learning process is another advantage of using authentic learning. Articulation involves learners articulating their experiences during problem-solving processes, which helps learners to have deep observations on problems and share their solutions as a finding. \"...asked me about...supermarket, I asked why you bought from there? No quality, there is another brand cheaper with higher quality, and I gave the address.\" (P4)  
Authentic assessment Deaf learners liked authentic assessment when they compared it with their traditional assessment in school that they had. The main purpose of authentic assessment is to evaluate learners' understanding and how they solve problems. \"The teacher gave good information about why we have to learn English, and he corrected our mistakes in spelling vocabulary.