Introduction: English is a second language for Thai students. Consequently, it becomes a crucial issue for medical school authorities to command an efficient academic curriculum, particularly which of a nurse anaesthetist training program. Objective: To assess English communication proficiency among nurse anaesthetist students by means of online video and in-class teaching courses. Methods: This was a crossover study design. Thirty-six students were stratified and randomized into two groups. There were two learning courses (online video and in-class teaching) with the same didactic information. All participants had to attend two sessions to accomplish the process. Each session was two weeks apart where they performed a well-validated, multiple-choice question as pre-test and posttest prior to and immediately after the learning course. The tools having the same neurobehavioral assessment were re-allocated to prevent carry-over effect. The achievement and relative growth scores were determined to assess learning outcomes. Results: The baseline scores were similar, while the post-test and the relative growth scores between the two groups appeared to increase insignificantly throughout the study. However, the online video course participants showed superior learning achievement scores than those of in-class teaching. Conclusion: Nurse Anaesthetist students attending the online video course showed better learning achievement scores than those attending in-class teaching.