students' communicative skills at the secondary school level. Data were obtained using a descriptive survey methodology through questionnaires administered to both students and teachers, then analysed using mean and standard deviation. The findings indicated that language lab training improved students' aural-oral skills, with a cluster mean of 3.31, especially in intonation, fluency, and comprehension. The laboratory was also determined to diminish speaking fear and enhance confidence, resulting in a cluster mean of 3.66, as students indicated a heightened readiness to volunteer and articulate in class. Teachers highlighted substantial pedagogical and technical issues, with a cluster mean of 3.20, including inadequate training, difficulties in delivering individualised feedback, insufficient technical support, and time-consuming lesson preparation. The study suggests that although the language lab significantly enhances students' oral communication abilities, its optimal effectiveness relies on specialised teacher training, dependable technical assistance, and systematic curriculum integration. The study advised that, due to the language laboratory's substantial enhancement of students' intonation, fluency, and comprehension, schools should officially incorporate lab-based instruction into the English curriculum.

Language laboratory, Communicative competence, Aural-oral skills, Speaking anxiety, Teacher challenges