Utilizing Language Laboratories: Chances and Challenges in Teacher’s Perspective
- 10.2991/soshec-18.2018.43How to use a DOI?
- language laborary; challenges; teacher’s perspective
To support the teaching and learning of English as a foreign language in Indonesia, language laboratories has been provided by the government in many schools in Indonesia. The purpose are for the students to get exposure of real life language usage by the speakers of English. The worrying trend for further attention that it is neglected and abandoned at some schools. To run an effective language laboratories, four elements should be present, namely the facilities, standard operational procedure, pupils and language lab coordinators. This study aims to unfold the chances and challenges of running the language lab at several secondary school level based on teacher’s perspective. First, on how the English language teachers perceive the importance of language lab in process of teaching and learning English. Secondly, to what extent the teachers’ have been utilizing the language lab in their teaching, and lastly, what the teacher’s views on the use of language lab should be at school. The discussion also will expand on leadership roles in improving the roles of an English language laboratories. The qualitative approach is employed by having classroom observation and interviews with emphasis on the literature review. The findings confirms that teachers highly considered that some language skills will be more effectively taught in language laboratories, however, several obstacle occurs, for instance; the outdated equipment, unskillful teachers to operate the devices, less teaching resources, time allotment and tight schedule among others.
- © 2018, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Silfia Asningtias PY - 2018/07 DA - 2018/07 TI - Utilizing Language Laboratories: Chances and Challenges in Teacher’s Perspective BT - Proceedings of the 2nd Social Sciences, Humanities and Education Conference: Establishing Identities through Language, Culture, and Education (SOSHEC 2018) PB - Atlantis Press SP - 198 EP - 200 SN - 2352-5398 UR - https://doi.org/10.2991/soshec-18.2018.43 DO - 10.2991/soshec-18.2018.43 ID - Asningtias2018/07 ER -