LANGUAGE LEARNING PLATFORMS: CONNECTING THE DOTS AROUND ROSETTA STONE PLATFORM

Forfattere

  • Najib Slimani Faculty of Arts and Humanities, Cadi Ayyad University, Marrakech, Morocco
  • Khaoula Jabal Faculty of Arts and Humanities, Cadi Ayyad University, Marrakech, Morocco

DOI:

https://doi.org/10.46827/ejes.v10i7.4876

Nøgleord:

language learning, Rosetta Stone, language learning platforms, effectiveness, proficiency, limitations

Resumé

Language learning platforms have become significantly popular in recent years, with Rosetta Stone being one of the most well-known and widely used platforms. Rosetta Stone was established in 1992 and offers courses in 30 different languages. Its unique approach to language learning aims to simulate immersion and provide learners with comprehensible input by avoiding the use of translation. Importantly, Rosetta Stone uses images and audio recordings to teach vocabulary and grammar in context. Notwithstanding its popularity, questions remain about the effectiveness of Rosetta Stone in improving language proficiency. To address this issue, this paper is conducted to evaluate the effectiveness of Rosetta Stone as a language learning platform. It draws upon a comprehensive analysis of empirical studies to assess the utility of this platform in boosting learners’’ language-related skills. It equally examines its advantages and limitations. What transpires from this review is that Rosetta Stone is instrumental in improving language proficiency, particularly in the areas of vocabulary and reading comprehension. Additionally, the review identified several advantages of Rosetta Stone, including its personalized learning approach and its multimedia content. Regardless of its effectiveness, Rosetta Stone platform displays some limitations, such as the lack of explicit grammar instruction and the difficulty in achieving conversational capability. The findings of this review have important implications for language educators, learners, and those interested in ICT-based language teaching/learning.

 

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Forfatterbiografier

  • Najib Slimani, Faculty of Arts and Humanities, Cadi Ayyad University, Marrakech, Morocco

    Najib Slimani (PhD) is an Associate Professor of Linguistics at the Faculty of Arts and Humanities at Cadi Ayyad University Marrakech, Morocco. As a language tutor for over three decades, Dr. Slimani has taught English within and across educational levels, namely Secondary Education, Vocational Higher Education and Mainstream Higher Education. His field of expertise is Linguistics, Discourse Studies and Translation Studies.

    His teaching experience ranges from teaching in Undergraduate programs through Graduate programs to Post-graduate programs. His teaching experience has got an international dimension since he served for The International Center for Educational Exchange as tutor of American students from renowned universities and colleges, namely John Hopkins and Pennsylvania. Dr. Slimani’s publications cover a wide range of disciplines such as Applied Linguistics, Critical Discourse Analysis, Socio-linguistics and Sociology.

  • Khaoula Jabal, Faculty of Arts and Humanities, Cadi Ayyad University, Marrakech, Morocco

    Khaoula Jabal is an English language teacher and a PhD student in Applied Linguistics at the Faculty of Arts and Humanities, Cadi Ayyad University in Marrakech, Morocco. Her research is focused on ICT-based English vocabulary instruction for primary school students. She is the press coordinator of the Marrakech English Book Festival, demonstrating her passion for literature and effective communication. Alongside her academic pursuits, she has also proven herself as a proficient leader during her tenure as the former president of the Japanese Culture Club and her current position as its public relations coordinator. Through these experiences, Khaoula has organized numerous successful events, encouraging cultural exchange and student engagement.

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Publiceret

2023-06-05

Nummer

Årg. 10 Nr. 7 (2023)

Sektion

Articles

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