Student as a Collaborator while using Language Laboratory

Foreign language education is changing with many new researches, including the development of experiential learning. The existing pedagogical thinking seems to be shifting away from the conventional behaviouristic teaching model towards an experiential model where teaching is seen as transformation of existing or partly understood knowledge, based on constructivist view of learning.

In case of language education using language lab software, both teacher and students play roles of collaborator; in this context, teacher will follow and practice self-reflection for better instruction. Here, the teacher provides learning help to students understanding their age, language level, interest, ability and previous learning experience. Hence, the teaching materials should also be set in a way focusing more on language as a communication means, and promote language learning meaningfully in a collaborative atmosphere. With language lab software, learning is a kind of social interaction, giving them autonomy over the learning and the team members are actively involved in advancing the project. Students work collaboratively to move it forward.

Since group learning is critical in the collaborative language session, teacher can assign learners to groups considering their level of learning and proficiency in language. In a collaborative learning environment, the material given to the students should be authentic, culturally relevant, purposeful and suitable to promote interaction in a language-rich setting. In a word, in order to manage successful collaborative language class, teachers have to consider the learning style and pattern and help the students overcome their difficulties giving proper guidance.