Development of bilingual online lessons, Thai-Burmese, Burmese language for communication course, General Education Office, Mahasarakham University

Abstract

This study aimed to (1) develop a bilingual Thai–Burmese online learning module for the “Burmese for Communication” course at the General Education Office, Mahasarakham University, and (2) examine the learning achievement of students who studied with the module in the second semester of the 2024 academic year. The sample consisted of 200 students from four classrooms, selected through purposive sampling. The research instruments were the bilingual online learning module and pre- and post-tests for six learning units. The development of the module followed the Dick and Carey (2009) instructional design model, which comprises nine steps: identifying instructional goals, conducting instructional analysis, identifying entry behaviors and learner characteristics, writing performance objectives, developing assessment instruments, developing instructional strategy, developing and selecting instructional materials, designing and conducting formative evaluation, and conducting summative evaluation. The development process adhered to the principle of alignment between objectives, content, instructional methods, and assessment. Results showed that the bilingual Thai–Burmese online learning module developed using the Dick and Carey model was rated at a very good level (M = 4.67, SD = 0.41) in terms of content, language, and learning activities. From the trial with 200 students, the mean pre-test score was 45.80 (SD = 7.52), and the mean post-test score was 78.35 (SD = 6.14). Analysis using a Dependent Sample t-test indicated a statistically significant difference at the p < 0.05 level, clearly demonstrating that the use of the bilingual online learning module was effective in enhancing students’ learning achievement in Burmese for communication.