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Journal articles on the topic 'Language laboratory'

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Published: 4 June 2021
Last updated: 1 August 2024

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1

Tambile, Rajendra K. "Language Laboratory and English Language Learning." Indian Journal of Applied Research 3, no. 6 (October 1, 2011): 28–29. http://dx.doi.org/10.15373/2249555x/june2013/10.

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2

Capretz, Pierre J. "The Language Laboratory." IALLT Journal of Language Learning Technologies 4, no. 1 (January 17, 2019): 32–42. http://dx.doi.org/10.17161/iallt.v4i1.8736.

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3

Ciceran, A. J., and R. G. Dahms. "Language Laboratory Administration." IALLT Journal of Language Learning Technologies 12, no. 3-4 (January 25, 2019): 33–38. http://dx.doi.org/10.17161/iallt.v12i3-4.9010.

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4

Sheehan, Joseph H. "The Language Laboratory." IALLT Journal of Language Learning Technologies 15, no. 1 (January 29, 2019): 5–12. http://dx.doi.org/10.17161/iallt.v15i1.9073.

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5

Dr.Vishalakshi K K, Dr Vishalakshi K. K. "Significance of Language Laboratory in Learning English as a Second Language." Indian Journal of Applied Research 4, no. 5 (October 1, 2011): 162. http://dx.doi.org/10.15373/2249555x/may2014/50.

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6

K. Eliah, K. Eliah. "Language Through Literary Text in the Engineering Language Classroom and Laboratory." Indian Journal of Applied Research 3, no. 11 (October 1, 2011): 252–53. http://dx.doi.org/10.15373/2249555x/nov2013/81.

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7

Halsted, Lily, and Aimee Taylor. "Laboratory-induced Language Code-switching in Four languages." Journal of Education, Society and Behavioural Science 27, no. 1 (October 19, 2018): 1–14. http://dx.doi.org/10.9734/jesbs/2018/44400.

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8

Yonker, Francis H. "Multi-Flexible Language Laboratory." IALLT Journal of Language Learning Technologies 7, no. 4 (January 18, 2019): 37–43. http://dx.doi.org/10.17161/iallt.v7i4.8876.

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9

Van der Walt, C. "Monitoring language laboratory work." Literator 6, no. 3 (May 9, 1985): 1–6. http://dx.doi.org/10.4102/lit.v6i3.917.

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Barely six years after the establishment of the first language laboratory at the University of Utah and five years after a similar language lab had been introduced at Ohio State University, E.H. Schneck complained that students who were supposed to stamp time-slips as evidence of their attendance "(got) someone else to stamp a time-slip; or a student might stamp one when entering, leave the laboratory, and come back to stamp it several hours later" (1930:31).
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10

Hochhauser, Herbert. "The Living Language Laboratory." IALLT Journal of Language Learning Technologies 10, no. 2 (January 24, 2019): 37–39. http://dx.doi.org/10.17161/iallt.v10i2.8956.

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11

Schaepe, Richard H., and Jack E. Barrow. "Rejuvenating the Language Laboratory." IALLT Journal of Language Learning Technologies 24, no. 3 (October 15, 1991): 15–24. http://dx.doi.org/10.17161/iallt.v24i3.9437.

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12

Bute, Dr Amol. "Language Laboratory: Communication Skills." International Journal of English Literature and Social Sciences 7, no. 2 (2022): 289–92. http://dx.doi.org/10.22161/ijels.72.40.

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13

Lenkaitis, Chesla Ann. "Modernizing the Language Laboratory." International Journal of Web-Based Learning and Teaching Technologies 16, no. 4 (July 2021): 132–51. http://dx.doi.org/10.4018/ijwltt.20210701.oa8.

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This study investigates the ways in which synchronous and asynchronous activities create an online language laboratory that mediates second language (L2) learning for 188 L2 university participants over a 6-week period. Completion of tasks and pre-, post-, and weekly surveys were analyzed. Statistical analyses were run on self-rated questions while coding was complete on open-ended questions. Quantitative results revealed significant differences when comparing pre- and post-surveys on questions regarding L2 skills and knowledge while qualitative results indicated that participants had preferences between the technology tools used during the treatment. Although the physical language lab has become almost non-existent, this study suggests that L2 instructors should provide opportunities where L2 learners can expand their language skills outside of the classroom through the creation of an online language laboratory. This laboratory has the ability to transform L2 students' language learning as well as be very valuable in today's classroom given the current COVID-19 global crisis.
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14

Hammerly, Hector. "From Language Laboratory to Language Learning Room." IALLT Journal of Language Learning Technologies 10, no. 2 (January 24, 2019): 40–44. http://dx.doi.org/10.17161/iallt.v10i2.8957.

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15

Philips, F. Carter. "The Language Laboratory and the Teaching of "Dead" Languages." Classical World 82, no. 2 (1988): 105. http://dx.doi.org/10.2307/4350305.

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16

Shaw, David. "A New Call Laboratory." ReCALL 3, no. 4 (May 1991): 2–4. http://dx.doi.org/10.1017/s0958344000002482.

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After attending the 1989 Exeter CALL Conference, David Shaw and John Partridge, two teachers from the University of Kent, recommended to the School of European and Modem Language Studies that the School should establish its own Computer Assisted Language Learning Laboratory. Several of us had been ‘keeping an eye’ on CALL for quite a few years, from the days when BBC micros were innovative marvels. The Applied Languages Board had acquired a BBC and some software and had gained some experience with it in postgraduate courses. David Shaw had been supervising practical programming projects for MSc students in Computing in the area of CALL and natural language processing. Our recommendation was that, with a new generation of microcomputers supplanting the trusty but limited BBC micro, a point had been reached where it would be realistic for the School to establish a CALL teaching laboratory on a more ambitious scale.
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17

Meder, Zoltan. "The Language Laboratory and Foreign Language Teaching Training." IALLT Journal of Language Learning Technologies 4, no. 4 (January 17, 2019): 10–14. http://dx.doi.org/10.17161/iallt.v4i4.8766.

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18

Krishna, Devina. "Importance of Language Laboratory in Developing Language Skills." JURNAL ARBITRER 8, no. 1 (April 22, 2021): 101. http://dx.doi.org/10.25077/ar.8.1.101-106.2021.

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The present paper deals with the importance of language laboratory in developing language skills. It basically presents how language labs are useful in developing language skills of the learners. Apart from the classroom lectures that students attend, the practical classes held in language labs hone their ability to comprehend language in a better manner. The present paper discusses the importance of these labs, benefits the receivers receive and why there is an urgent need for more such labs in academic institutions.
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19

Kirch, Max S. "Visuals in the Language Laboratory." IALLT Journal of Language Learning Technologies 4, no. 2 (January 17, 2019): 32–35. http://dx.doi.org/10.17161/iallt.v4i2.8753.

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20

Dinsen, Esther. "The Language Laboratory in Denmark." IALLT Journal of Language Learning Technologies 6, no. 1 (January 17, 2019): 14–21. http://dx.doi.org/10.17161/iallt.v6i1.8811.

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21

Lindqvist, Pirkko. "The Language Laboratory in Finland." IALLT Journal of Language Learning Technologies 7, no. 3 (January 18, 2019): 9–13. http://dx.doi.org/10.17161/iallt.v7i3.8867.

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22

Peterson, Phillip. "Origins of the Language Laboratory." IALLT Journal of Language Learning Technologies 8, no. 4 (January 18, 2019): 5–17. http://dx.doi.org/10.17161/iallt.v8i4.8907.

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23

Stern, Rhoda. "The University Language/Learning Laboratory." IALLT Journal of Language Learning Technologies 10, no. 2 (January 24, 2019): 7–24. http://dx.doi.org/10.17161/iallt.v10i2.8954.

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24

Stern, Rhoda. "The University Language/Learning Laboratory." IALLT Journal of Language Learning Technologies 10, no. 3-4 (January 24, 2019): 16–39. http://dx.doi.org/10.17161/iallt.v10i3-4.8963.

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25

Hutchings, Paul O. "Attitudes to the Language Laboratory." IALLT Journal of Language Learning Technologies 12, no. 1 (January 25, 2019): 13–17. http://dx.doi.org/10.17161/iallt.v12i1.8999.

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26

Mullen, James. "Motivation in the language laboratory." Language Learning Journal 5, no. 1 (March 1992): 53–54. http://dx.doi.org/10.1080/09571739285200181.

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27

Scott-Phillips, Thomas C., and Simon Kirby. "Language evolution in the laboratory." Trends in Cognitive Sciences 14, no. 9 (September 2010): 411–17. http://dx.doi.org/10.1016/j.tics.2010.06.006.

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28

Langr, Bernard J. "Using the Pennsylvania Language Laboratory Films." IALLT Journal of Language Learning Technologies 4, no. 2 (January 17, 2019): 23–29. http://dx.doi.org/10.17161/iallt.v4i2.8751.

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29

Kakita, Naomi. "The Language Laboratory Situation in Japan." IALLT Journal of Language Learning Technologies 7, no. 4 (January 18, 2019): 13–24. http://dx.doi.org/10.17161/iallt.v7i4.8874.

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30

Davison, Walter F. "The Language Laboratory and TEFL Software." IALLT Journal of Language Learning Technologies 8, no. 1 (January 18, 2019): 7–12. http://dx.doi.org/10.17161/iallt.v8i1.8882.

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31

Makhtuna, Wulida. "LANGUAGE LABORATORY MANAGEMENT: AN OBSERVATORY REVIEW." JURNAL BASIS 7, no. 2 (October 23, 2020): 405. http://dx.doi.org/10.33884/basisupb.v7i2.1961.

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Language laboratory facilitates the lecturers and the students in the process of learning a foreign language. However most of the language laboratories in Banjarmasin were not managed well. It can be seen that most of the laboratories were not managed well. This condition made the students not motivated to visit them. This study investigated the aspects of management and maintenance of the language laboratory in UIN Antasari Banjarmasin. It analyzed the organization of the English language laboratory, how it was managed by the laboratorians, and how it was maintaned. The method of the study was descriptive qualitative. The result of the study revealed that the management of the language laboratory was managed well but it needed some improvement in some facilities.
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32

Rodríguez, Santiago, José L. Pedraza, Antonio García, Francisco Rosales, and Rafael Méndez. "Computer-Assisted Assembly Language Programming Laboratory." International Journal of Electrical Engineering & Education 44, no. 3 (July 2007): 216–29. http://dx.doi.org/10.7227/ijeee.44.3.2.

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This paper presents a new approach for managing laboratory work mini-projects that is used in the Computer Architecture Department of the Technical University of Madrid (UPM). The approach is based on a chain of tools (a Delivery Agent; an Automatic Project Evaluator; and a Plagiarism Detection Assistant) that a small number of teachers can use to efficiently manage a course with a large number of students (400 each year). Students use this tool chain to complete the Assembly Language Programming laboratory assignments using an MC88110 simulator built in our department. Jointly, these tools have demonstrated over the last decade what important benefits can be gained from the exploitation of a global laboratory work management system. Some of the benefits may have a continuation in an area of growing importance that we have not yet explored, such as distance learning environments for technical subjects.
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33

Stack, Edward M. "The Evolution of the Language Laboratory." IALLT Journal of Language Learning Technologies 11, no. 2 (January 25, 2019): 8–16. http://dx.doi.org/10.17161/iallt.v11i2.8979.

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34

Editors, IALLT. "The Language Laboratory Association of Japan." IALLT Journal of Language Learning Technologies 23, no. 3 (October 15, 1990): 7–8. http://dx.doi.org/10.17161/iallt.v23i3.9398.

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35

Smith, D. G. "Computer language and the physics laboratory." European Journal of Physics 8, no. 3 (July 1, 1987): 218–19. http://dx.doi.org/10.1088/0143-0807/8/3/118.

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36

Lemone, Karen A. "A multi-purpose language processing laboratory." ACM SIGCSE Bulletin 19, no. 1 (February 1987): 446–50. http://dx.doi.org/10.1145/31726.31803.

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37

Smith, Tom, John Ripmeester, Dendy Sloan, and Tsutomu Uchida. "Gas Hydrate Markup Language: Laboratory Data." Data Science Journal 6 (2007): GH18—GH24. http://dx.doi.org/10.2481/dsj.6.gh18.

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38

Chireac, Silvia-Maria, and Anna Maria Devís Arbona. ""Preserving and saving Quichua language with software. The value of indigenous laboratory of Quichua-Spanish language in San Lucas (Ecuador)"." Scientific Bulletin of the Politehnica University of Timişoara Transactions on Modern Languages 18 (January 12, 2022): 54–61. http://dx.doi.org/10.59168/hlmw7334.

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The paper aims to highlight the benefits of Quichua-Spanish language laboratory in San Lucas (Ecuador). The priority of intercultural bilingual education in Ecuador focuses on the right of indigenous population to receive learning education in their native language with the objective of preserving endangered indigenous languages. The language laboratory was built in 2018 and now it is a helpful tool for indigenous students to preserve their mother tongue and practice through software a new way of learning. Results of the study revealed that indigenous students and teachers are positively inclined to the use of language laboratory.
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39

Mohammed, Abdelaziz. "The Role of Language Laboratory in English Language Learning Settings." English Language Teaching 10, no. 2 (January 11, 2017): 86. http://dx.doi.org/10.5539/elt.v10n2p86.

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This study aims 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 have been adopted in this study. 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 recommends that the using of language labs in the teaching of English is highly needed in colleges.
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40

Adeniyi, Kikelomo O., Aremu, Iyabo V., and Odugbesan, Isaac O. "Lecturers’ Perception of the Use of a Digital Language Laboratory." British Journal of Applied Linguistics 2, no. 1 (June 22, 2022): 28–33. http://dx.doi.org/10.32996/bjal.2022.2.1.5.

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We now live in a digital era with its attendant development from Information Technology (IT) computer systems to Information and Communication Technology (ICT) computer systems with consequences on education systems. Experts have posited that the adaptation of teacher education and professional development programs to the digital era should consider the user’s worldview and its implications vis-à-vis education and society in general. Moreso, there has been the belief that teachers show apathy and resistance to the changes brought about by technological advancement and innovations as they affect the dissemination of information and the teaching and learning process. This paper examined the perception of selected lecturers about the use of a Digital Language Laboratory in the teaching and learning process. We adopted the use of a self-constructed questionnaire in soliciting information from language lecturers from the School of Languages, Adeniran Ogunsanya College of Education, Lagos. The paper unravels the challenges faced by the lecturers in fully maximizing the resources available in the digital language laboratory. Recommendations were proffered to resolve the identified challenges in order to enhance its efficient use for effective teaching and learning of languages.
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41

Wu, Ting. "Virtual research laboratory in foreign language teaching: Strategies and role." Scientific Bulletin of Mukachevo State University Series “Pedagogy and Psychology” 10, no. 1 (February 24, 2024): 107–15. http://dx.doi.org/10.52534/msu-pp1.2024.107.

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With the growth of technology and the availability of virtual tools, the creation of interactive and dynamic learning environments that increase students’ interest and motivation becomes relevant and possible. The study aimed to analyse and evaluate the effectiveness of using virtual laboratories in the process of learning foreign languages. Analytical research methods, generalisation, systematisation, and surveying were used in the research. The study demonstrated that virtual reality (VR) could change the traditional approach to language learning through immersive experiences of students’ interaction with language structures. The article highlighted technical and pedagogical challenges that require an integrated approach. The study confirmed that mobile learning and augmented reality (AR) offer new education opportunities, providing interactivity and personalisation. The research concluded that augmented reality could improve the learning of complex concepts and increase student motivation. This article highlighted a need for effective pedagogical strategies for the successful implementation of virtual reality and augmented reality. A survey of students at Northwest Normal University was also conducted. The survey of students who use virtual labs to learn foreign languages indicates that they are more effective and useful for the learning process, including the use of Duolingo, Rosetta Stone, Babbel, Memrise, Busuu, Lingodeer, BBC Languages, and Italki. Although the majority of students have a positive attitude towards this technology, some prefer traditional methods, which indicates the need for additional adaptation and support of virtual resources to ensure their optimal effectiveness. The study findings can be used to adapt existing foreign language curricula and courses to the use of virtual research laboratory tools
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42

Koerner, Richard J. "Language Laboratory in the High School: Dinosaur or Valuable Tool for the Teaching of Foreign Languages?" CALICO Journal 6, no. 1 (January 14, 2013): 82–86. http://dx.doi.org/10.1558/cj.v6i1.82-86.

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In recent years there has been much discussion of the language laboratory and its application and use on the high school level. The purpose of this article is to clarify the significant difference between the language laboratory of the past and the "Language Resource Center" of today. The name "Language Laboratory" needs to be modernized and redefined. The connotation is negative. The new "Language Resource Center" must be not only a language lab, but also a resource center, a central focus of a high school language department. This facility has a definite place in the high school of the eighties and can be set in place with a minimum of space and effort.
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43

Kronenberg, Felix A. "Language Center Design and Management in the Post-Language Laboratory Era." IALLT Journal of Language Learning Technologies 44, no. 1 (April 15, 2014): 1–16. http://dx.doi.org/10.17161/iallt.v44i1.8532.

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This article is based on a survey sent to the IALLT membership and tomembers of all regional groups. Divided into 3 sections titled“Personal,” “Profession/Organization” and “Language Center,” thesurvey aims to provide an understanding of current trends and issues inthe field of language learning and technology, language center design,and language center management. Findings from the survey reveal adiverse field that differs greatly from institution to institution, one thatis trying to adapt to disruptive technological and pedagogical changesand to balance relatively stable physical spaces and structures withrapidly changing and unstable technological and educationalenvironments.
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44

Hafiz, Kazi Dawood. "An Investigation into CALL in English Language Teaching through Language Laboratory." IOSR Journal of Humanities and Social Science 6, no. 6 (2013): 8–14. http://dx.doi.org/10.9790/0837-0660814.

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45

Montague, H. P. "The Wider Uses of the Language Laboratory." IALLT Journal of Language Learning Technologies 3, no. 2 (February 5, 2019): 16–18. http://dx.doi.org/10.17161/iallt.v3i2.9203.

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46

Irving, Evelyn Uhrhan. "A Final Examination in the Language Laboratory." IALLT Journal of Language Learning Technologies 3, no. 3 (February 5, 2019): 14–16. http://dx.doi.org/10.17161/iallt.v3i3.9209.

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47

Nostrand, Howard Lee. "The Language Laboratory and the Sociological Context." IALLT Journal of Language Learning Technologies 4, no. 3 (January 17, 2019): 23–38. http://dx.doi.org/10.17161/iallt.v4i3.8761.

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48

Kuroda, Takashi. "Spotlight on--Language Laboratory Association of Japan." IALLT Journal of Language Learning Technologies 15, no. 3-4 (January 29, 2019): 9–11. http://dx.doi.org/10.17161/iallt.v15i3-4.9096.

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49

Stromberg, Wayne H., and Gerald L. Head. "Court Interpreter Training in the Language Laboratory." IALLT Journal of Language Learning Technologies 18, no. 2 (January 30, 2019): 6–20. http://dx.doi.org/10.17161/iallt.v18i2.9158.

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Demographic studies and statistics from state and federal courts indicate agrowing need for Spanish-English court interpreters with special training in consecutiveand simultaneous court interpretation. The authors conducted a survey of 466 ofCalifornia's Spanish-English court interpreters to determine what the Spanish-Englishcourt interpreter's strongest skills needs are. Survey results are reported in this article,and the five strongest skills training needs are identified. The authors indicate how thelanguage laboratory may efficiently be used to develop and enhance these five skillsand how it may best serve a court interpreter training program. Emphasis is onapplying the work of G.A. Miller and the training techniques of Robert Ingram toSpanish-English court interpreter training.
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50

Rivers, Wilga M. "Understanding the Learner in the Language Laboratory." IALLT Journal of Language Learning Technologies 24, no. 1 (January 15, 1991): 23–30. http://dx.doi.org/10.17161/iallt.v24i1.9411.

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