DESIGN AND EVALUATION OF A LANGUAGE THERAPY-BASED ENGLISH LANGUAGE LAB FOR HIGHER EDUCATION STUDENTS IN MAYILADUTHURAI DISTRICT

Abstract

English proficiency has become a key factor in academic success and employment opportunities for higher education students. Yet those from rural and semi‑urban areas often face obstacles such as limited exposure to the language, mother‑tongue influence, and high levels of anxiety when using English. This study set out to design and assess a Language Therapy‑Based English Language Lab for undergraduate students in Mayiladuthurai District, Tamil Nadu. We used a pre‑test–post‑test experimental design with a sample of 60 students selected purposively. Over eight weeks, the intervention combined language therapy techniques—phonetic correction, guided speaking, repetition, and confidence‑building exercises—with digital language lab tools. Data were collected using standardised instruments measuring LSRW skills, communication confidence, and language anxiety. Paired sample t‑tests and effect size (Cohen’s d) revealed significant improvements across all variables. The results suggest that blending therapeutic strategies with technology can enhance both linguistic competence and psychological readiness. The study offers a scalable pedagogical model for higher education institutions, particularly those in rural settings.