Digital Language Laboratories in Indian Secondary Education: Effectiveness, Pedagogical Integration, Implementation Challenges and Policy Alignment

Vollständiger Abstract

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Digital language laboratories have re-emerged in Indian school-education discussions as networked environments for listening, speaking, pronunciation, multimedia practice, formative feedback and digitally mediated interaction. Their educational value, however, cannot be inferred from the presence of computers, headsets or language software. This critical narrative review evaluates the effectiveness of digital language laboratories for secondary education, examines the pedagogical conditions under which they are most defensible, analyses implementation constraints in India, and situates laboratory adoption within the national policy and curriculum landscape. Literature from education, applied linguistics and educational technology was synthesised alongside India-specific empirical studies and official policy documents. The strongest international evidence indicates that technology-supported language learning can improve selected language outcomes, but effects are heterogeneous and depend on task design, learner engagement, feedback, teacher mediation and opportunities to transfer laboratory practice into authentic language use. Evidence directly testing language laboratories in Indian secondary schools is comparatively sparse, geographically concentrated and often methodologically weak, with small or single-site samples, short interventions and limited use of standardised outcome measures. Consequently, positive local findings should be treated as proof of feasibility rather than proof of scalable effectiveness. Indian policy strongly supports digital infrastructure, multilingual education, competency-oriented pedagogy and technology-enabled teaching, yet does not establish a dedicated national standard for language laboratories. The central implication is that a digital language laboratory should be treated as a pedagogical service model rather than a hardware project. Sustainable value requires curriculum-linked tasks, teacher professional learning, reliable maintenance, equitable access, multilingual and accessible content, valid assessment, and routine evaluation of use and outcomes. Future research should prioritise multi-state comparative designs, authentic oral-language measures, long-term transfer, implementation fidelity and cost-effectiveness.