The use of Rosetta Stone as learning media to improve students' speaking

Abstract

The study addressed the impact of the Rosetta Stone tool on improving English speaking skills. The research aimed to determine the contribution of the Rosetta Stone tool as a learning medium to enhance the English speaking skills of high school students at Liceo Cristiano Israel. A mixed qualitative-quantitative approach and a non-experimental design were employed. Data collection methods included surveys, document review, and checklists. Analysis focused on learning outcomes, student satisfaction, learning difficulties, and measuring the contribution of Rosetta Stone to the English curriculum. The sample consisted of 29 intentionally selected high school students: 10 from the first level, 7 from the second level, and 12 from the third level. Results showed a significant correlation between the use of Rosetta Stone and progress in English speaking, supporting the tool's effectiveness. There was a highlighted need to integrate technological tools to enhance language teaching and adapt educational approaches to promote communicative skills. The reliability of instruments was high (0.83), supporting the validity of the collected data. Rosetta Stone proved to be an effective resource for developing English speaking skills in high school students, suggesting the importance of its integration into language teaching programs to promote meaningful learning and effective communication.