African Educational Research Journal - Vol. 3 - Full Length Research Paper - The effect of Rosetta Stone on English language proficiency

Oct 15, 2026

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The article investigates how Rosetta Stone computer-assisted language learning (CALL) affects the English proficiency of university ESL students. Oral communication proficiency is treated as a foundation for wider language skills, while ICT adoption is noted as promising yet uneven due to learners’ limited English proficiency and ICT training. A pre-test and post-test design, supported by observation and a structured questionnaire, is used to evaluate changes in listening, speaking, reading, and writing performance. Results show significant score increases and positive learner engagement.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages11

Reading Time28 min

AccessFree to download

Abstract

Introduction

Importance of oral communication and language proficiency

Shift to 21st-century communicative and constructivist approaches

Role of ICT and CALL in language learning

African Educational Research Journal Vol. 3(1), pp. 69-79, March 2015 ISSN: 2354-2160 Full Length Research Paper The effect of Rosetta Stone (computer-assisted language learning) software on English as second language students’ proficiency in English language Nonye R. Ikonta* and Nwannediuto C. Ugonna University of Lagos, Nigeria. Accepted 5 March, 2015 | ABSTRACT
One of the factors that indicate success in English as Second Language (ESL) classrooms is the proficiency of students in oral communication as a foundation for other language skills. The focus of language education in the 21st Century has moved from traditional knowledge of linguistic forms to using language and cultural knowledge as a means to communicate and connect to others around the globe spontaneously and synchronously. Computer-assisted language learning (CALL) is a growing sector and advocacy in the language instruction area that has huge potential for making the learning of a second or foreign language at both the receptive and productive levels easier and more accessible to teachers and students. CALL technology does not supplant teachers, rather teachers become indispensable; their role is no longer that of mere knowledge transmitters but rather approximates that of a guide or inspector of learners’ independent learning. However, though most students have high positive attitude towards the use of ICT in learning English, they are still faced with the problem of lack of proficiency in English and lack of training in ICT. The study therefore sought to determine the impact of Rosetta Stone CALL software on university students’proficiency in English language. A pre-test was administered to a group of students before they were exposed to the CALL software in the faculty’s language laboratory. The software comprised five audio files with four thematic units each and one visual file; all these exposed participants to a variety of listening, speaking, reading and writing tasks. An observation schedule was used to monitor and investigate the students’ progress. After the intervention, a post-test was administered to the group in an attempt to determine differences in their performance by comparing their pre-test and post-test scores. After the posttest, a structured questionnaire was administered on the students to elicit answers to the research questions. Data were analysed with descriptive and inferential statistical tools such as frequency count, percentage, and t-tests. Results showed that the students’ post-test scores were significantly higher than their pre-test scores. This significant difference between the two scores was an indication of the impact of the Rosetta Stone CALL software on improving students’ proficiency in English language. Also, questionnaire responses indicated that a great majority of the participating students found the intervention process motivating and interesting, while observation revealed an increase in the students’ level of interaction and participation as they exhibited positive learning attitude towards the software. Based on the findings, recommendations are made on the need to adopt computer-assisted language learning in the teaching and learning of English language in various institutions of learning in Nigeria.
Keywords: Computer-assisted language learning, English language proficiency, Rosetta Stone software, ESL classroom . | | --- | | *Corresponding author. E-mail: [nonyikonta@yahoo.com](nonyikonta@yahoo.com). | INTRODUCTION With the spread of the English language through information technology, trade and education, it has become the most spoken language world-wide. For instance, over 300 million people speak it as a first language, and millions more speak it as a second language, while it is official language of over 50 countries (Stone, 2012 ; Crystal , 1985 cited in Dadzie and Awom usi, 2009; Uzoezie, 2011 ; Algeo, 2010) . One of the factors that indicates success is the proficiency of stud

FAQs

What does the study assess regarding Rosetta Stone CALL?

It determines the impact of Rosetta Stone CALL software on university students’ proficiency in English, using pre-test and post-test comparisons of performance across language tasks.

How were students’ progress and attitudes evaluated?

An observation schedule monitored progress, and a structured questionnaire was administered after the post-test to capture students’ responses about the intervention process and their engagement.

What were the main findings of the intervention?

Students’ post-test scores were significantly higher than their pre-test scores, and questionnaire responses showed that most participants found the process motivating and interesting; observations also indicated higher interaction and participation.

Oct 15, 2026

Uploaded by Stanford