Impact of the Laboratory for Teaching and Learning of Oral English in Junior Secondary School
CHAPTER ONE
Purpose of the Study
The aim of this research is to highlight the impact of the language laboratory on effective teaching and learning of the English language.
- To determine the attitudes of students, teachers, and administrators towards multimedia language labs in Nigerian junior secondary schools.
- To assess the factors that may affect these stakeholders’ attitudes towards MLLs?
- To evaluate the use of MLLs by Nigerian teachers.
- To determine the reasons for the lack of use of MLLs.
CHAPTER TWO
LITERATURE REVIEW
Introduction
This research study investigates the attitudes of students, teachers, and administrators towards multimedia language labs (MLLs) and the factors affecting these stakeholders’ attitudes towards them. For some years, the world has witnessed the development of technology at a stunning rate. We can see the influence of it in every part of our lives. In the same vein, the rapidly increasing use of computer technology has already been demonstrated to have the potentiality of enhancing language teaching and learning. In these days, the CALL applications such as email, chat, blogs, word processors, corpus use, and language labs are among the main supplements for language teachers.
Although language labs have had a place in use for a better language teaching environment since the late 1960s, thanks to recent developments in technology, language labs have been designed with special software enabling teachers to bring a new and motivating atmosphere to language learning. In several studies, these multimedia language labs (MLLs) have been found to be beneficial, effective, motivating, and facilitating (Kirubahar et al., 2010; Meenakshi, 2013; Patel, 2013; Sarfraz, 2010; Tarasiuk, 2010).
This chapter will first give a general background of CALL, followed by the advantages, and then disadvantages of CALL from the perspective of both students and teachers. Next, the use of traditional language labs will be discussed. Then, the definition, benefits and drawbacks of MLLs will be explained according to the previous studies and reports. Finally, attitudes and perceptions of students and teachers towards the use of MLLs in English language learning and teaching will be presented.
Differences between Traditional Language Labs and MLLs
Davies et al. (2005) provide a pure definition for multimedia language labs as follows: “A MLL is a network of computers, plus appropriate software, which provides most of the functions of a conventional (analogue) LL together with integration of video, word-processing and other computer applications” (p. 5).
Davies et al. (2005) also state that MLLs can be in two types, which are software- only labs or hybrid labs. Software-only labs have no connections between the computers other than a single, standard, network cable. They are lower cost, flexible, and easy-to-maintain. However, Hybrid labs have additional cabling and interface boxes to provide a better voice communication and control signals (See Figure 1).
Their additional cabling can restrict space and their cost is higher than software-only systems.
CHAPTER THREE
METHODOLOGY
Introduction
This study was conducted in order to investigate the attitudes of students, teachers, and administrators in Nigerian junior secondary schools towards multimedia language labs (MLLs) and the factors affecting these stakeholders’ attitudes towards them. The study particularly explored how MLLs are perceived by EFL teachers and students and how they utilize this technology. The study also aimed to find out administrators’ perceptions of MLLs and the underlying reasons of teachers for deciding not to use MLLs in their schools.
The study addressed the following questions:
What are the attitudes of students, teachers, and administrators towards multimedia language labs in Nigerianjunior secondary schools?
CHAPTER FOUR
DATA ANALYSIS
Introduction
This study explored the attitudes of students and teachers towards the use of multimedia language labs (MLLs) in language classrooms. Forty-five state junior secondary schools were investigated in order to elicit the use of MLLs. Twenty-nine of them reported that they were not using the MLLs, so students and teachers at the remaining 16 schools, where MLLs were being used, were surveyed. All of the junior secondary schools where the questionnaires were administrated were state schools.
Finally, interviews, which were conducted to explore the attitudes of administrators, were held at five different junior secondary schools where MLLs were being used.
The study aimed to provide a snapshot of the use of MLLs in Nigerian junior secondary schools. The questionnaires were administrated to elicit the attitudes of the students and teachers towards the use of MLLs in English classes. Similarly, the interviews conducted with the administrators provided information about how the directors of Schools of Foreign Languages perceive MLLs and how they promote the use of this technology.
CHAPTER FIVE
SUMMARY CONCLUSION AND RECOMMENDATION
Summary
The purpose of the study was to cast light on the attitudes of students, teachers, and administrators towards the use of multimedia language labs (MLLs) in English language classrooms at tertiary level. The study also aimed to reveal the factors affecting these stakeholder’s attitudes and the reasons for not using MLLs. In this regard, the study addressed the following research questions:
- What are the attitudes of students, teachers, and administrators towards multimedia language labs in Nigerianjunior secondary schools?
- What factors may affect these stakeholders’ attitudes towardsMLLs?
- How do Nigerian junior secondary school EFL teachers report using MLLs?
Recommendation
Based on the findings and limitations of the present study, some suggestions can be drawn for further research. This research is a nation-wide study, which aimed to taka a snapshot of current MLL use in Nigeria by revealing the attitudes of students, teachers, and administrators, and to explore in general some possible factors that might affect the respective stakeholders’ attitudes, their reported use of MLLs, and the reasons why MLLs were not being used in some schools. While such a broad, large-scale study was needed to give a general picture, many details remain unexplored. Therefore, detailed classroom-based research is urgently needed. Since MLLs are relatively new to Nigeria and, as the literature review revealed, there has not been any research done specifically on MLLs, classroom-based research can further develop the findings of the present study. For example, according to the findings of this study, MLLs increase student participation. In that sense, it can be the particular focus of an MLL-based study to investigate in more detail whether and in what exact ways students feel themselves more involved in the MLL lessons.
Conclusion
This study aimed to explore the attitudes of students, teachers, and administrators towards the use of multimedia language labs (MLLs) in English language classrooms. Forty-five state junior secondary schools were investigated in order to elicit the use of MLLs. It also aimed to reveal the reported use of MLLs, factors that affect the respective stakeholders’ attitudes towards them, and the reasons for not using them in language instruction. The findings revealed that students, teachers, and administrators are generally positive to the idea of using MLLs for language learning and teaching purposes. Students believe that MLLs increase their motivation and participation in the lessons because they think that the lessons in MLLs are more enjoyable and interesting. Similarly, both teachers and administrators perceive this technology as a good supplement for teaching English. These findings suggest that MLLs can and should be integrated into foreign language instruction.
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