In 2015, language faculty and administrators at the University of Virginia met to evaluate the needs of the more than 20 language programs offered on campus. A priority emerged for language-learning space better equipped to facilitate authentic interaction and communication. The committee conceived of an alternative language-learning space that…

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…

Autonomy and self-learning are ongoing challenges for universities generally, and for their language centres specifically when it comes to language learning and acquisition. The University of Modena and Reggio Emilia has always paid attention to both fostering autonomy in its learners and developing customized language learning activities. Among…

In order to motivate ESL students and engage them in different tasks effectively, it is necessary to make the tasks novel to the students. As one possible way of introducing novelty in the course, films could be used advantageously. In this study, a writing course integrated with videos of movies and cultural festival of different regions of the…

In this article we present an investigation that focused on the students' perception of using Blogs as a means to supplement in-class language learning activities. Blogs are easy to manage and enable students to publish their work in a chronological manner. They help students to engage in online exchanges and promote learner autonomy. This study…

Perspectives on and methods in second language teaching have changed rapidly during the past 10 years. So also have the role and function of the language laboratory and the laboratory instructor. One area of concern, listening, has been somewhat neglected; generally it has been taught toward the end of increasing speaking proficiency. A review of…

Describes the Audio-Immersion language laboratory project, which made students responsible for their own progress in second-language acquisition and provided only marginal support as students learned to use the listening library consisting of a wide range of materials. (CB)

A review of stages in the evolution of the language laboratory shows that its function has changed in the past 20 years. Originally it was described as a way of providing a means for abundant practice of audiolingual drills. Currently, it is described as a learning center with multiple resources and functions. It might be characterized as a…

Describes a French teacher's efforts to substitute interactive video/computer technologies for textbook materials. She designed special language-lab events to introduce eighth graders to the vocabulary of animals, colors, simple adjectives, fruits, flowers, and natural landscapes and to cultural artifacts, such as paintings, arias, poems, and…

The University of Illinois' Language Learning Laboratory began the process of developing its own videotape materials in 1979 with limited resources. Interest grew gradually among faculty and the graduate teaching staff, who generally designed and produced their own materials and then shared them with colleagues. A wide variety of tapes has been…

The theme of this issue of ELT Documents is the use of the language laboratory in language learning. An article by A. Maley summarizes the conference on the use of the language laboratory for advanced learners, held in Paris, 2-4 Oct. 1974, from which two main perspectives emerged. One is critical of the structuralist audio-lingual assumptions…