Developing Sentence Using Thai as a Second Language Instruction for Hearing-Impaired Students: A Study of Picture and Sign Language-Based Exercises

Abstract

This experimental research employed a one group pretest–posttest design with the objective of comparing the ability to write simple sentences among students with hearing impairments before and after instruction through Thai as a Second Language (TSL) combined with picture- and sign language–based exercises. The target group consisted of seven Grade 6 students at Songkhla School for the Deaf who had profound hearing loss (greater than 90 decibels) without additional disabilities, selected through purposive sampling. Research instruments included 20 lesson plans, four sets of simple-sentence writing exercises arranged from easy to difficult, and a 25-item writing test. Data were analyzed using median, interquartile range, and the Wilcoxon Signed-Rank Test. The results revealed that students’ posttest writing ability was significantly higher than their pretest performance at the .05 level, with posttest scores reaching a high level of proficiency. These findings indicate that TSL instruction combined with picture- and sign language–based exercises is effective in developing writing skills. A key implication is that learning for students with hearing impairments should integrate multiple modalities such as images, sign language, and written Thai, together with activities sequenced from simple to complex. Furthermore, a systematic instructional framework that blends sign language with Thai can serve as a practical approach for enhancing Thai language learning quality among students with hearing impairments.