Language laboratories, developed in the 1970s under the influence of the Audiolingual Method, were superseded several decades later by computer-assisted language learning (CALL) work stations (Gündüz, 2005). The World Wide Web was developed shortly thereafter. From this introduction and the well-documented and staggering growth of the Internet and…

In this paper, the literature related to the use of technology in the languages classroom will be explored. In relation to the teaching and learning methodologies and approaches past and present as well as current research, comparisons are made between the audio-lingual/visual classroom and the digital classroom by way of describing and comparing…

Reviews past and current opinions about the role of the language laboratory. Challenges facing the language learning director and teacher, which encompass innovative testing and humanizing the laboratory, are discussed. (RM)

Portions of Mendoza-Harrell's article, which is a rebuttal of an earlier article by Allen, are mentioned and criticized. Allen's earlier article discussed the efficacy of language laboratories and proposed student use of cassette recorders. (RM)

The University of Birmingham is equipped with four language laboratories and thirteen private study booths. Use of the laboratories, but not the study booths, declines after the first term of each session. A survey was done gathering data about the users of the private study booths. (RM)

A report is made of a study tour to Europe and Japan. The status of language laboratories and audiovisual education is discussed and machinery and methods described. (RM)

A rebuttal is made to an article entitled "The Case Against the Conventional Language Laboratory" by John R. Allen ("System," Vol. 2, No. 1). Arguments made in that article against the language laboratory are outlined and discussed. (RM)

The equipment and use of language laboratories are described, and their advantages and disadvantages are discussed. Comparisons are made between the use of a language laboratory and the use of tape recorders. (RM)

Gives history of use of language laboratories in second-language learning and suggests ways to make time spent by language students in the language laboratory more worthwhile. Claims technological advancement needs effective hardware combined with an understanding of how students learn languages. (Author/BK)

"Education and Culture is a publication of the Council for Cultural Co-operation of the Council of Europe. The autumn 1969 issue is a special number devoted to modern languages. (DS)

The importance of meaningful context in language drills is stressed. Suggestions for preparing "contextualized drills for use in the language laboratory are given. (FWB)

Discusses the place of the language laboratory in the audiolingual, situational, cognitive, and pragmalinguistic approaches to foreign language teaching. Finds that laboratory work can help in achieving some of the goals of "communicative competence," and suggests some criteria for judging such work. (IFS/WGA)

A detailed description of language laboratory sessions in first- and second-year advanced college French classes. Each session is fifty minutes long and includes a wide variety of carefully planned and integrated exercises. Students and instructors are happy with the program. (AMH)