Impact of Language Laboratory on Effective Teaching and Learning of Oral English in Junior Secondary Schools

Citation: Pembi CLEMENT & Bakre Nureni OLUWASEYI (2024). Impact of Language Laboratory on Effective Teaching and Learning of Oral English in Junior Secondary Schools. Yobe Journal of Language, Literature and Culture (YOJOLLAC), Vol. 12, Number 1. Department of African Languages and Linguistics, Yobe State University, Damaturu, Nigeria. ISSN 2449-0660

IMPACT OF LANGUAGE LABORATORY ON EFFECTIVE TEACHING AND LEARNING OF ORAL ENGLISH IN JUNIOR SECONDARY SCHOOLS

By

Pembi CLEMENT

Bakre Nureni OLUWASEYI

Abstract

This study examined the impact of language laboratory on effective teaching and learning of oral English in junior secondary schools in Yola South local government area of Adamawa State. A descriptive research design was adopted for the study. The sample of the study consisted of 50 oral English teachers were selected in five junior secondary schools in Yola South Local Government, Adamawa State. A self-developed questionnaire was used to collect data from the respondents. Three research questions were raised and answered using frequency counts, mean and standard deviation to answer the research question. The findings of the study revealed that secondary schools do not have enough computer system which depicts various pictures of people performing different actions in oral pronunciation, language laboratories develop students’ pronunciation and help them develop natural English-speaking accents, students understand better and perform well with the use of language laboratories through auditory learning which develops the skills of tone, pitch, and loudness and teachers’ inefficiency in operating devices in the language laboratory makes them shy away from it. It was therefore recommended that Oral language teachers should not only have the intellectual knowledge of the subject matter. They should know the methodology for imparting the knowledge and efforts should be made to ensure a blend of experimentation with the direct method or that two or more methods be adopted in the teaching of oral English.

Keywords: Classroom interaction, Language Laboratory, Oral English, Teaching and Learning

Introduction

In a way, we get educated every time. We learn from the things we hear, the things we see, from the circumstances in which we live, the people we come across, ideas in books or papers, and indeed, everything surrounding us with the inclusion of our experiences. English language education is evolving and has over the years transcended from the usual traditional classroom environment. Educators are coming to the realization that the traditional methods of passing across knowledge and skills are grossly inadequate (Amidya and Ranor, 2019).

In the effective teaching and learning of oral English, teaching materials have evolved far beyond the dominance of textbooks, dictionaries, chalkboards, workbooks and posters. Modern media such as audio and video tapes, language laboratories, programmed text flash cards, computers, magazines and newspapers are rarely used. The language laboratory is an audio visual installation used as an aid in laboratory. Each student is able to reply one track of a tape and at the same time record his response on another track. He is then able to rewind the tape to listen to both the mater track and the recording of his own response comparing the two recordings.

Language Laboratory is defined according to Amuseghan (2017), as a room in a school, college, training institute, university or academy that contains special equipment to help students learn foreign languages by listening to tapes or CDs, watching videos, recording themselves, etc. The Language Laboratory is an audio or audio-visual installation used as an aid in modern language teaching. It was also called Speech and Writing Laboratory. All the four language learning skills (Listening, Speaking, Reading and Writing) are given importance and learners are provided with ample opportunities to practice by listening to the audio programmer and watching the video clips. In other words, a Language Laboratory is a room consisting of instructional technology tools source unit that can disseminate audio, audio-visual, and/or written materials to any number of students at individual seats or carrels, with a wide variety of potential feedback mechanisms to the student, teacher, or other students. Modern language laboratory is really one of the newest media that is making a lot of impact in our educational system. The language laboratory is an audio or audio-visual installation used as an aid in laboratory each student is able to replay one track of a tape and at the same time record his response on another track. He is then able to rewind the tape to listen to both the master track and the recording to his own response comparing the two recordings (Hmoud, 2015).

Since its establishment, the English language laboratory is being used on the maximum scale and the huge number of students of all the departments under all faculties is being provided with its expert facilities irrespective of the core subjects they have opted. It is must to say that the technical benefits of the English language laboratory are properly exploited by the students under the active supervision and guidance of a number of adroit teachers. Every educational system has certain objectives which aim at bringing about desirable changes in pupil. In order to bring about those changes, the institutions arrange learning experience (Akinjobi, 2015). The success of learning can be judged only in terms of the changes brought about by this experience. This is a learning experience and evaluation. English has become a global language and teaching it as a foreign or second language has increasingly become a universal demand.

Statement of the Problem

Due to the increasing nature of poor academic performance of secondary school students especially in external examinations like WAEC, NECO, NABTEB or JAMB, many educationists tend to shift the blame on the students’ lack of interest in the subject and interference of mother tongue, lack of constant practice by the students, lack of orientation and facilities as well as shortage and limited accessibility to relevant books. The cause of this negative development is certainly because a lot of energy is being channeled only towards the learners’ problems, and not to the problem of teaching. Also, the most serious problem confronting learners of a second language is that the language is not widely used in their immediate environment. As a result, the learner has no exposure to the language of his immediate environment has many teachers made up of the people with whom he interacts daily. Therefore, it is necessary to examine the impact of language laboratory on effective teaching and learning of Oral English in junior secondary schools in Yola South local government area of Adamawa State.

Aim and Objectives of the Study

The main aim of this study is to examine the impact of language laboratory on effective teaching and learning of oral English in selected junior secondary school in Yola South local government area of Adamawa State. Specifically, the study will sort to:

i.Find out if language laboratories available for effective teaching and learning of oral English in selected junior secondary schools in Yola North local government area of Adamawa State.

ii.Find out whether both teachers and students have the motive to use language laboratory during oral English classes. 

iii.Determine whether language laboratory improves the communicative performance of the students in the class.

Research Questions

The study will seek to answer the following research questions:

i.Are there enough language laboratories for the effective teaching and learning of oral English in selected junior secondary schools in Yola South local government area of Adamawa State?

ii.Does the use of language laboratory make learning effective for both teachers and students during oral English class?

iii.How does the use of language laboratory improve the communicative performance of the students in the class?

Theoretical Framework

This study is hinged on Lev Vygotsky’s theory which is a theory of social development and has become the foundation of much research and theory in cognitive development over the years. Lev Vygotsky (1896-1934) was a Russian psychologist and teacher who developed a theory about how our social interactions influence our cognitive development. This is known as Lev Vygotsky's Sociocultural Theory of Cognitive Development. Vygotsky developed his theories around the same time as Swiss psychologist Jean Piaget was developing theories about cognitive development, but they differ on almost every point. Some of Vygotsky's work is still being translated from Russian.

Vygotsky's social development theory asserts that a child's cognitive development and learning ability can be guided and mediated by their social interactions. His theory (also called Vygotsky's Sociocultural theory) states that learning is a crucially social process as opposed to an independent journey of discovery. He expands on this by stating that a child's learning benefitted greatly from being guided by a more knowledgeable member of the community - such as a parent or teacher. Vygotsky's sociocultural theory also suggested that children internalize and learn from the beliefs and attitudes that they witness around them. He believed that culture played an important role in shaping cognitive development and therefore that this development varied across cultures. Vygotsky also stressed the importance of language as the root of all learning.

Review of Related Empirical Studies

Chiemezie (2019) investigated the impact of language laboratory for effective teaching and learning of oral English in junior secondary schools. The study discussed the foremost basis of learning is gaining experience. Usually, learning is best affected through concrete, direct, first hand experiencing. Teachers are often unable to give students first-hand experience and so they resort to an economical method of communication, the use of words, both written and spoken. However, teachers need to realize that the use of words alone cannot and will not provide vivid learning experiences. They should be constantly on the alert for methods and materials which will make the lessons more practical and meaningful. The total study population was 222 English language teachers from 22 secondary schools in Awka south local government area of Anambra state. The sample was [36] females and [34] male secondary school English language teachers through random sampling technique by balloting. Questionnaires were used for data collection. Data was analyzed with a mean of 2.50 as acceptance level. The findings revealed that, language laboratory are pertinent in the teaching of English; its availability will facilitate achievement of the objectives of English language education for all, thereby minimizing its illiteracy level. Suggestions and recommendations are provided to ensure adaptability.

Abdelaziz (2018) explored the role of language laboratory in English language learning settings. The study aimed at determining the relationship between language labs and the effective ways of mastering better performance of English language. The study raised two questions. They are: “Is language laboratory useful in teaching English to Saudi students?” And “How do language labs help in improving students’ performance?” Descriptive and analytical approaches were adopted in the study. The samples (27 students) of the study were chosen randomly from students of fourth level in the English department at the College of Sciences & Arts in Qilwah. Two subject groups representing different situations are selected for investigation. Each group contained 27 students from fourth level who are studying English as their major. The instruments used were tests of all English components to draw significant findings. Generally, the findings proved that using effective language laboratories in teaching English is essential in teaching listening and mastering better features of speaking. In addition, the study recommended that the using of language labs in the teaching of English is highly needed in colleges.

Geeta & Manisha (2018) explored the importance of English language laboratory (phonetics) for improving communication skills. The study revealed that, as our rural and urban students have little exposure to communication skills, their performance in undergraduate level examination and interviews is practically very low. They are dealing with exceptional technical skills and low to no hold on English. Quite contrarily, the employment opportunities available to them demand and test the students command in English proficiency. It is high time that we started teaching these rural and urban students with the advanced technology in the classroom with some of the innovative teaching learning methods and techniques. Likewise one of the major challenges is that even urban students communicate in English with their mother tongue influence. To meet the global standards in English proficiency and to gain employability skill the Engineering colleges from more than one and half decade are well equipped with exclusive language laboratories. this study stressed that, the urban and rural students can develop their communication skills along with employability skills with the effective and efficient use of language lab independently and also interactively. It also highlighted the teacher as a facilitator with the implementation of technical resources made available and the learner-centred activities in English, as second language teaching will surly bring life to a good learning experience for these millennium students.

Ereke, Matilda A. & Agwu (2021) carried out a study to investigate the effective use of language laboratory in Oral English context in junior secondary schools. Language laboratory is one of the essential facilities designed for proper teaching and learning of Oral English at all levels of education. Language laboratory is a revolutionary device in the pedagogical sense of the English language. The use of language laboratory enhances learners understanding and efficiency in English language communication and classroom interactions. It is used for efficiency in language learning. The effective use of the device goes a long way in improving the English language performance among the users. The study highlighted among other variables to include; the meaning of language laboratory, the effective use of language laboratory, types of language laboratory, limitations to the effective use of language laboratory, the teacher and language laboratory, interference in pronunciation and insufficient language laboratory. The conclusion and recommendations on the reviewed study were drawn after extensive discussion on the ideas raised.

Methodology

Descriptive survey research design was adopted for this study. The population for the study consisted of all teachers in five selected junior secondary schools in Yola South Local Government Area of Adamawa state. 50 teachers will be sampled in all. The participants will be 10 teachers cover both male and female oral English teachers in five selected junior secondary schools in Yola South Local Government, through simple random sampling technique. In all, fifty (50) oral English teachers formed the sample. The instrument used for data collection is a self-constructed questionnaire for the purpose of this study. It has two sections: “A” and “B”. Section “A” deals with the teachers’ bio-data and section “B” consists of items drawn in line with the research questions drafted in chapter one of this research work. The questionnaire is the close-ended type to indicate the level of agreement and disagreement to the statement using 4-point like scale of response format of Strongly Agree (SA); Agree (A)Disagree (D) and Strongly Disagree (SD).

On the presentation and analysis of data, the study uses frequency tables and percentages to depict the responses of the respondents to a particular view. The data were analyzed using the weighted mean in a four-point scale (SA, A, SD, D,) for the research questions. = {SA+A+SD+D} OR fx = 4+3+2+1N N 4= 10/4 = 2.50. Any item with a mean score of 2.50 and above was accepted and hence a positive answer, while any mean below 2.50 was rejected and hence regarded as a negative. Therefore, 2.50 was regarded as the decision point for the items in tables of research questions.

Data Presentation, Analysis and Discussion

Research Question 1: Are there enough language laboratories for the effective teaching and learning of oral English in selected junior secondary schools in Yola South local government area of Adamawa State?

Table 1: Showing the Availability of Language Laboratories for Effective Teaching and Learning of oral English.

S/N	STATEMENTS	SA	A	D	SD	X	Disagree
1.	The school has a language laboratories for effective teaching and learning of oral English.	12(24%)	5 (10%)	8(16%)	25(50%)	2.31	Dec
2.	The school has recording speakers to record rhythm, stress patterns and listen to the students’ speech.	8(16%)	2 (4%)	15(30%)	25(50%)	3.19	Disagree
3.	The school has a computer system which depicts various pictures of people performing different actions in oral pronunciation with the help of power point presentation.	5 (10%)	10(20%)	20(40%)	15(30%)	2.14	Disagree
4.	The school has a reliable language lab that provides a number of audio, video and reading exercises to test students’ skill levels.	7 (14%)	6 (12%)	10(20%)	27(54%)	2.28	Disagree
5.	The school has audio clips to transcribe in the lab for students’ listening and writing skill.	10(20%)	6 (12%)	18(36%)	16(32%)	2.21	Disagree
6.	The school has recording tape to listen to the audiocassettes being played to listen to students speech.	4 (8%)	11(22%)	6 (12%)	29(58%)	2.35	Disagree
7.	There are availability of TV, LCD, CDs, DVD and Internet for effective teaching and learning of oral English.	9 (18%)	20(40%)	11(22%)	10(20%)	2.38	Disagree
	Weighted mean score = 2.87

Source: Field Survey, 2024

The result in table 5 revealed the respondents’ responses towards the availability of language laboratories for effective teaching and learning of oral English in junior secondary schools with a weighted mean score of 2.26 which is lower than the standard mean score of 2.50. All of the items from 1, 2,4-7 depict lower means scores of 2.31, 2.19, 2.28, 2.21, 2.35 and 2.38 which are lower than standard mean score of 2.50, indicating that there are not enough language laboratories for effective teaching and learning of oral English in junior secondary schools in the study area. Item 3 which is the lower mean score of 2.14, indicated that the school has not enough computer system which depicts various pictures of people performing different actions in oral English with the help of power point presentation.

Research Question 2: Does the use of language laboratory make learning effective for both teachers and students during teaching and learning of oral English in English class?

Table 2: Effectiveness of Language Laboratories for Effective Teaching and Learning of oral English

S/N	STATEMENTS	SA	A	D	SD	X	Dec
8.	Language laboratories enhance the listening skills of students.	10(20%)	24(48%)	2 (4%)	14(28%)	2.61	Agree
9.	Language laboratories make students attentive than in the theory class.	11(22%)	22(44%)	12(24%)	5 (10%)	3.08	Agree
10.	Language laboratories gives freedom to students to learn at their own pace.	24(48%)	16(32%)	8 (16%)	2 (4%)	2.91	Agree
11.	Communication through the use of language laboratories builds self confidence in students.	28(56%)	12(24%)	5(10%)	5(10%)	2.56	Agree
12.	Language laboratories develops the skill of presentation with power point.	21(42%)	19(38%)	2(4%)	8(16%)	2.66	Agree
13.	Learning stress pattern, phonetics and grammar in language lab give shy and self-conscious students a chance to practice.	27(54%)	8(16%)	10(20%)	5 (10%)	2.61	Agree
14.	Language laboratories develop students’ pronunciation and help them develop natural English-speaking accents.	9(18%)	21(42%)	11(22%)	9(18%)	2.83	Agree
	Weighted mean score = 2.65

Source: Field Survey, 2024

The result in table 2 revealed the respondents’ responses towards the effectiveness of language laboratories for effective teaching and learning of oral English with a weighted mean score of 2.65 which is higher than the standard mean score of 2.50. All of the items from 8 -13 depict higher means scores of 2.61, 3.08, 2.91, 2.56, 2.66 and 2.61which are higher than standard mean score of 2.50,indicating that the use of language laboratory makes learning and teaching more effective for both teachers and students during oral English class. Item 14 which is the higher mean score of 2.83, indicated that language laboratories develop students’ pronunciation and help them develop natural English-speaking accents.

Research Question 3: How does the use of language laboratory improve the communicative performance of the students in English class?

Table 3: Use of language Laboratory in Improving the Communicative Performance of the Students

S/N	STATEMENTS	SA	A	D	SD	X	Dec
15.	Giving learner customized techniques to score better in oral English tests and exams.	27(54%)	5 (10%)	8 (16%)	10(20%)	2.53	Agree
16.	The direct sound transmission gives step by step guidance from the teacher to the students with clarity.	17(34%)	23(46%)	5 (10%)	5(10%)	2.57	Agree
17.	It enriches and increases the pace of comprehension as students coaching is purely based on the level of study.	28(56%)	7 (14%)	10(20%)	5(10%)	2.58	Agree
18.	The students understand better and perform well with the use of language laboratories through auditory learning which develops the skills of tone, pitch, and loudness.	12(24%)	22(44%)	8 (16%)	8 (16%)	2.78	Agree
19.	Language laboratories give auditory and visual learning parity to students to perform better in Oral English.	20(40%)	15(30%)	10(20%)	5 (10%)	2.55	Agree
	Weighted mean score = 2.6

Source: Field Survey, 2024

The result in table 3 revealed the respondents’ responses towards the use of language laboratory in improving the communicative performance of the students with a weighted mean score of 2.60 which is higher than the standard mean score of 2.50. All of the items from 15, 16, 17 and 19 depict higher means scores of 2.53, 2.57, 2.58 and 2.55 are higher than standard mean score of 2.50, indicating that language laboratory improves the communicative performance of students. Item 18 which has higher mean score of 2.78, indicated that students understand better and perform well with the use of language laboratories through communicative learning which develops the skills of tone, pitch, and loudness.

Discussion of Findings

Based on the findings, it was revealed that 50 teachers participated in the study in which the majority of the respondents are female teachers. The study revealed that the majority of teachers have HND/B.SC./B.ED as their qualification, with 6-10 years of teaching experience.

Research question One stated that; are there enough language laboratories for effective teaching and learning of oral English in junior secondary schools? Revealed secondary schools do not have enough. This study is in line with the findings of Hmoud (2015), who observed that the availability of materials such as language laboratories for effective teaching and learning will improve learners’ performance. Since these resources are mostly not available in secondary school, this will affect effective teaching and discourage students towards any task. Similarly, Ilechukwu (2014), noted that the use of the language laboratory by the teachers in teaching students depend on a large extent on the availability of useful and up-to-date resource materials including tape recorders and the related materials in the language laboratory. Good materials will produce good outcome.

Research question Two stated that; will the use of language laboratory make learning effective for both teachers and students during oral English class? Revealed that language laboratories develop students’ pronunciation and help them develop natural English-speaking accents. This study is in line with the findings of Akindele (2012), that language laboratory allows for immediate correction and the student can compare his performance at once with the master-record as the teacher identifies habitual errors by listening to the student’s recordings.

Moreover, research question Three stated that, how does the use of language laboratory improve the communicative performance of the students? Revealed that students understand better and perform well with the use of language laboratories through communicative learning which develops the skills of tone, pitch, and loudness. This study is in line with the findings of Bygate (2011), that pointed out that using language laboratories enabled language students improve the aural-oral skills, and through communicative learning, develop the skills of tone, pitch, and loudness.

Conclusion

Findings show that teachers, during oral English class, do not make use of language laboratory as a result of inadequacy, in addition to that, students are reluctant using the language laboratory during oral English class, and to crown it all, both teachers and students ignore the use of language laboratory during oral English class. Teaching and learning of oral English in junior secondary schools would have improved, but there is no language laboratory in most schools.

Recommendations

From the findings, it is recommended that:

i.There should be provision for language laboratory in schools to foster effective teaching and learning of oral English.

ii.Stakeholders in Education should make implementation on using language laboratory in curriculum planning.

iii.Proper training should be given to teachers/instructors and students on how to use language laboratory equipment.

iv.Government and private enterprises should assist in the provision of language laboratory equipment to enhance teaching and learning of oral English.

v.English language teachers should not only have the intellectual knowledge of the subject matter, they should know the methodology for imparting knowledge.

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