Comparison: Language Lab vs.

Computer Room
- How can they differ in Language Learning?

Harry Carley
Matsuyama University

ABSTRACT

This virtual presentation along with accompanying paper will share the author’s experience utilizing
language labs compared to computer rooms in English language learning. This instructor who has resided in
Japan for over 25 years will detail some of the benefits and hindrances of the two. Computers in general can be
utilized in a variety of ways for an assortment of functions and instructional classes. Today’s modern technology
allows for a broader and richer learning environment from even five years ago. Unfortunately, many elder
instructors still utilize pedagogy from 10 or 20 years ago. To be an instructor in the age of the Internet means to
blend solid older teaching methods into these modern times. For language learning this ultimately curtails the
implementation of computers in some form. Having students plop down in front of computers in an appropriate
learning environment without quality lessons can easily lead to dismal results. Deciding whether to fully
employ a singular functioning language lab or a more multipurpose computer room can be formidable as each
can offer differing opportunities for learning. With the advent of more mobile computing available along with
budgetary constraints for many school administrations the final decision is capable of being beneficial or costly
in many ways. Considering the intermixture of options currently available this timely presentation could be of
interest to a wide variety of participants in varying educational positions considering the options currently
available.

Keywords: computer room, ESL, language lab, language learning

1 INTRODUCTION

It would be highly unlikely to find any type of learning establishment throughout the
world that does not utilize some form of technology via computing devices. Technological
innovations have changed language learning radically from the old-fashioned image of pupils
learning lists of verbs out of textbooks (Williams, 2014). Size and lack of portability are no
longer hindrances toward implementation in language learning environments. For
instructional purposes many institutions have specific classrooms that are Internet accessible
and computer capable.
More specifically some schools have designated certain areas as all manageable
‘computer rooms’. This means that any class subject that requires the use of a computer may
use them. Alternatively some information technology spots may specifically have language
learning as the main educational objective. Each of these may have merits but as this paper
conveys their classroom settings may not be interchangeable with the intentions desired in
conducting computing usage courses and language learning classes.
Accessibility inside or outside of the learning environment has become an important
issue along with privacy concerns. As a language lab and its course work is more confined to
a physical classroom it most offers the added advantage of student security since it usually
cannot be accessed after school hours. A computer set up that allows more able access to the
Internet inside or outside of the physical school realm may be opening itself up to added risk
in the way of hacking or computer viruses.

2 LANGUAGE LAB
 The current language labs are actually just upgrades of the older more traditional style
testing rooms. The old-style language labs that a teacher arranged the listening practice
allowed with a hard-wired analogue tape deck based systems with 'sound booths' in fixed
locations are outdated (Evans, 2009). In former days, language labs were genuinely nothing
more than classrooms with audio capabilities and occasionally recording equipment installed.
Row upon row of desks with headphones was available for the instructor to utilize in course
work. Students would listen to words and phrases and practice by repeating what they had
just heard. Occasionally tests and exams would be given in similar fashion with students
listening and marking the correct answers on a sheet.

Dating back to the late 1940s and early 1950s, language-learning services and
facilities were considered a chief innovation and an important part of modern
foreign language programs in secondary schools and universities. With the
earlier views of language learning focusing primarily on the mastery of
grammatical competence, language laboratories were aimed for students to
gain auditory exposure to the target foreign language (Khampusaen, 2013).

As technology progressed so did its application in language labs. Videotapes are being
replaced by laser disks, and laser disk Players can be interfaced with a computer to allow
branching. Computers are also used for administration and evaluation (Kitao, 1984). Up until
recently the emphasis on language learning had strongly leaned toward listening ability.

During 2001- 2007, portable music players became a great achievement of

language laboratories. In fact, several of lab equipments have been replaced
by more powerful devices. For example, videotapes were changed to be
videodisks which can interface with a computer. Later, it seems that
computers are also used for administration and evaluation the entire
laboratories (Khampusaen, 2013).

Currently as computers are utilized in the language learning process new software and other
apps can be applied to keep pace with the latest developments in technology and education.
Mobility is the new development that is opening access to take anywhere, do anytime
computing devices.

2.1 Advantages

The original idea of a language lab still carries over into computer equipped
classrooms. There is normally a central control area where the instructor can monitor each
individual user’s work and progress. They are also typically equipped with headphones for
freedom of speech between student and teacher or student to student. Depending on
additional software installed or tasks involved, vocal communication can also be
accomplished. Details such as pitch, intonation and others can be recorded, analyzed and
reviewed by the participants.

The language lab is a technological break for imparting skills in English. The
language lab offers an exclusive result oriented and efficient to enrich the
 English language learning process. The multimedia based language lab helps
to learn and enhance the language proficiency by sharing the course materials
with in a second where the teacher and the students involved effortlessly
(Deepika, & Kalaiarasan, 2012).

Overall performance enhancement in language learning can be cited as an advantage for

usage of language labs. The language lab makes most efficient use of time, improving the
teacher/student time ration and allowing the instructor to maximize the use of time in a given
lesson (Singh, 2013). Sound clarity and ample ease to interact with the instructor or peers
through private headphones and speaking devices add to its advantages.
The overall main relevance of a language lab is the authority and control of content an
instructor has over all the student computers. In a language lab if the instructor wants to ‘shut
out’ users while she or he is explaining a particular point verbally or on another device, it is
easily to do so. Freedom of access can be restricted and specific users, objectionable material
or sites locked out. This is ideal when free roaming to different sites is not necessary for class
objectives or restrictions need to be placed. Attention and all eyes can be directed toward the
instructor or main topic being displayed.

3 COMPUTER ROOM

A computer room while ideal for providing technology and Internet access may not be
most advantageous when it comes to conducting language lessons. Realistically most
teaching institutions strive to get the most for their money; if this means being able to utilize
classrooms for an assortment of subjects and lessons then so much the better. The sound
usage of many facilities that must keep costs of maintaining buildings and classrooms under
control can be a constraining factor when it comes to updating and renewing the computers.
Along with extra equipment such as printers or other accessories the expenditures can be
prohibitive. The reduction in size of many computing devices along with portability has
alleviated some of the renewal costs. More importantly with the advent of Wi-Fi any ordinary
instructional room can now become computer rooms by simply accessing the Internet.

3.1 Advantages

Computer rooms are usually just that, rooms that most often have freely independent
Internet accessible computers. A learner can come in, sit down and commence with whatever
task or project they desire. Two or more students can be working on a similar project but at
the same time be researching on different pages of the Net with no interference from anyone
else.
Instructors who usually have one computer for their own usage that is hooked up to
monitor(s) can explain examples, review past assignments or other tasks. Students are readily
able to work alongside the instructor or at their own pace. As student work progresses the
teacher can then walk around the instructional area and give support individually. Individual
pace and progress is a nonissue as long as students can accomplish the given tasks and
assignments in the allotted timeframes. If they are unable to complete their work it is not a
problem both as work can be saved on a USB (Universal Serial Bus) and later plugged into
any other computer whether it is another school computer or in a residence. The liberty to
save and take school work anywhere is almost effortless. Access to work and information is a
key to having computer rooms. Likewise security if not managed properly can become a
serious issue.
This mitigation of movement has broadened even more with SMART devices that
allow students to access their school work where ever they are; if it is on a bus, train, or in the
school cafeteria or library. Contact and submission of work to the instructor can be
accomplished anytime. Likewise the instructor can communicate with individual learners or
the entire class through school e-mail, social networking or other sites. This allows the
instructor to return homework, ask follow up information or announce any course changes or
assignments. The computer class room has now become a free roaming virtual Internet space
that is open 24/7.

4 LANGUAGE LEARNING RESOURCE CENTERS

The latest trend seems to be a move away from the stringent language lab and instead
progressing into a language learning resource center (LLRC). It can all be just a play on
words – ‘language lab’ morphed into a ‘language learning center’ but in reality the advent of
technology has brought about the way languages are studied (Wilsey, 2013). There is more
freedom in the access of information due to the Internet. Individuality and autonomous
learning are currently being encouraged.

This broader change represents a reconceptualization of what it means to

acquire a language and how technologies and media can best support this
vision. Student-centered, content-based, and contextualized communicative
tasks have supplanted more traditional methodologies of guided repetition of
forms in the classroom, but the language lab construct has resisted similar
evolution (Angell, DubBravac, & Gonglewski, 2010).

The variety and selection of not only how to learn, and what to study, has made autonomous
language learning desirable for many students.
The development and diffusion of software for producing, uploading, downloading
and playing digital audio files (i.e., podcasts) make the flexible use of a wide range of audio
material easier than ever for language learners (Warchauer & Liaw, 2011). Audio podcasts
also offer learners the opportunity to record their own speech in multiple genres (reports,
simulated broadcasts, oral presentations, etc.) to share with classmates or others (Lu, 2009) or
to review themselves later to reflect on their language-learning progress (Warschauer, 2006).
Some educators report that students pay especially close attention to detailed aspects of their
speech when recording such podcasts (Warchauer & Liaw, 2011). For individual writing or
collaborative tasks, blogs or wikis offer excellent opportunities. Not only for writing
assignments but also reading functions as well; the two tasks can also be inter connected to
offer peer-review practice

Collaborative writing tools are valuable for promoting writing fluency and
strategies and for helping students develop a more confident identity as
English writers. In general, the tools may be less useful for promoting writing
accuracy or basic writing mechanics, but that will depend in part on how they
are used. In contexts where a focus on mechanics and accuracy is the principal
goal, teachers or advisors can set up special activities using these tools to
 accomplish that goal (e.g., using wikis to find and correct mechanical errors in
previously written texts) or supplement the tools with other resources,
including the language structure tools described later in this paper. Students
can then engage in these activities autonomously (Warchauer & Liaw, 2011).

Many options for learning currently abound regardless of the physical classroom
arrangement. How each alternative is utilized for optimum educational design is being
delivered more and more to the individual learners within a LLRC framework.

5 CONCLUSION

Although commonly utilized throughout almost all learning institutions over the past
20 years the difference in maintaining and using a computer room versus a language lab can
be unseen but very important to understand. Instructors need to be aware of the differences
and capabilities of each. Today’s educational climate is increasingly diverse (Deepika, &
Kalaiarasan, 2012). An evolution for language attainment from the computer room/language
lab is that of language learning resource center.
It is important to keep in mind that computers regardless of which fashion they are
utilized in are only a tool to assist in teaching and not an instrument to supersede the
instructor. Though the language lab is believed as self learning accessible, we need an expert
to handle the classes (Deepika, & Kalaiarasan, 2012). Teachers have not been replaced but
instead have been bestowed with more advanced tools from which to share their knowledge
and expertise. Computers have also not replaced the student’s role to attain and seek
knowledge. Educational psychology has shown that significant learning takes place only
when the learner actively constructs his own learning (Kalnina & Kangro, 2007). Computers
regardless of their student-teacher configuration offer language learner’s excellent
opportunities to communicate, relate, and understand material that has been present to them.
It is the assignment of instructors to integrate the use of computers into course work so it
offers students the most dependable results.

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