ASL proficiency outcomes: Comparing in-person and online instructions

This study examined whether American Sign Language (ASL) proficiency outcomes differ between in-person and online instructional modes using a standardized external assessment. Twenty-eight undergraduate students who completed 44 credit hours of ASL coursework at a southeastern U.S. university were assessed using the American Sign Language Proficiency Interview (ASLPI). Students were divided into two groups based on graduation cohort: those who completed all coursework in-person (n = 15) and those who completed at least four courses online (n = 13). Results revealed significantly higher ASLPI scores for in-person students (M = 2.47, SD = 0.48) compared to online students (M = 1.62, SD = 0.71), t(21.26) = 3.24, p = .004, with a large effect size (Hedges’ g = 1.36). This difference represents a meaningful gap in functional language ability—the distinction between developing conversational fluency and reliance on memorized expressions. Findings suggest that teaching a three-dimensional, visual-spatial language through two-dimensional digital platforms fundamentally constrains language development trajectories. While online ASL instruction increases availability, it appears to compromise the development of integrated, spontaneous communicative proficiency. These results underscore the importance of in-person, immersive language learning environments for achieving advanced ASL fluency.