EFFICACY OF THE LAB COURSES IN DEVELOPING EFL LEARNERS’ LISTENING AND SPEAKING SKILLS: A PERCEPTION STUDY

Abstract Laboratory courses and theoretical ones are widely used worldwide to develop second or foreign-language learners’ language and communication skills to meet the multi-dimensional needs of this globalized world. This study focused on the tertiary-level students’ perceptions of the efficacy of the laboratory courses in developing their English listening and speaking skills. This study collected data from 77 English department students at a public university in Bangladesh to analyze the learners’ perceptions of the lab-based language courses. The findings of this mixed methods study revealed that laboratory courses have substantial positive impacts on developing the listening-speaking skills of English as a Foreign Language (EFL) learners, namely removing learning anxieties, accelerating learning mode, and removing grammatical errors. Some barriers and challenges were also identified that the students commonly faced, namely technological problems, interrupted electricity, lack of technological knowledge, and poor internet connection. In addition, this study found several feasible solutions to make laboratory courses more effective and learner-friendly. Hopefully, these findings associated with lab-based classrooms will support policymakers, educators, and future researchers in EFL contexts in reevaluating their lab-based classroom practices and reshaping the policies to ensure effective foreign language teaching-learning practices.