Impact Of Language Laboratory For Effective Teaching And Learning Of Oral English In Junior Secondary Schools
[A CASE STUDY OF SOME SELECTED SECONDARY SCHOOLS IN ILORIN WEST LOCAL GOVERNMENT OF KWARA STATE]

CHAPTER FIVE
5.1    INTRODUCTION
This chapter contains discussion of findings, conclusions drawn from the study, the implication of the findings and recommendations for further study are also highlighted.
This study attempt to investigate the impact of Language laboratory for effective teaching and learning of oral English in some selected..
Secondary schools in Ilorin West local government of Kwara state. This study set out to answer the research questions:
1.    SEX of English teachers
2.    What is the qualification of English teachers
3.    What is the teaching experience of the teachers
4.    Does language laboratory helps students perform better in speaking skill
5.    Did language laboratory motivate students oral English or speaking skill
6.    Did students derived any benefits when using language laboratory
7.    Does language laboratory provide English students environments for practicing oral English or speaking
8.    Did students enjoy listening activities in the laboratory?
9.    Did language laboratory develop students’ pronunciation?
10.    Did language laboratory help students practice the features of connected speech (stress and intonation)?
11.    Did teachers provide different authentic materials that help students improve listening and speaking
12.    Did teachers demonstrate the sound and encourage students to imitate?
The answer to this questions based upon this research were collected on percentages using strongly agree, agree, neutral, disagree and strongly disagree respectively.
5.2    DISCUSSION OF FINDINGS
In view of the data analysis and interpretations presented in chapter four. The following were the findings of the research work based on the research questions.
    The result of the study indicates that the use of language laboratory is significantly related to proficiency in oral English. This is in line with the position of Schank (1998) who said language instruction is concerned with developing communicative competence. This will in turn give the students ability to interact with others in English language.
    According to Kamai (2005) said the study of oral English in teaching and learning give the students the ability to explore alternative linguistic environment.
    The use of audio and video in the teaching and learning has advantages of presentation abstract ideas in realistic concepts which freely used by teachers anytime.
    Beside students are able to view a performance over and over again for emulation without any risk. Teachers play a key role in the success or failures of any audio or videos used in language classroom. Teachers select the audio or videos related to student’s needs, promote active viewing and integrate it with other areas of language.
    According to Alessi (2001:538) said audio and video is a powerful tools for learning and instruction. The students’ shows high level of interest when they have chance to see and hear it.
    The power of creation is involved when they use the audio and video themselves, they are given the potential to create something memorable. Language laboratory is useful for teaching and learning through teachers console and language learning software. It acts as a platform for learning, practicing and producing language skills through interactive lessons and communicative mode of teaching. The learners learn at their own pace. Teaching with software that is approachable by pairing or grouping of students facilitates group discussions among the students.