THE IMPACT OF ROSETTA STONE (CALL)

SOFTWARE ON ESL STUDENTS’

PROFICIENCY IN ENGLISH LANGUAGE
Nonye R. Ikonta and Nwannediuto C. Ugonna
University of Lagos, Nigeria

Delyana
8212719003
Introduction and
Background

According to Hines (2012), CALL is a growing sector

and advocacy in the language instruction area that has
huge potentials for making the learning of a second or
foreign language easier and more accessible to
teachers and students.

Generally, students perceive themselves as having high

positive attitude towards the use of ICT in learning
English. However, they are confronted with two major
problems in this regard, namely, lack of English
proficiency and lack of adequate training in ICT (Yunus
et al, 2009).
https://www.youtube.com/watch
?v=g-ba4N1XVvs
 Research Questions
To what extent can the Rosetta Stone CALL software
be used to promote proficiency in the participating
01 students’ language and communication skills?

Do the participants possess technical skills and

02 theoretical knowledge for using Computer-Assisted
Language Learning technology?

Is there any difference in the participants’ listening,

03 speaking, reading and writing performance before and
after the intervention procedure?

Do the participants encounter problem areas as

04 they uncover aspects of the software?

Is the Rosetta Stone software applicable to the socio-

05 cultural context of the Nigerian situation?
Theoretical Framework
Ikonta, N. R., & Ugonna, N. C. (2015). The Impact of Rosetta Stone (CALL) Software on ESL Students‘
Proficiency in English Language. International Journal of Arts & Science, 349-361.

Partly built on the behaviourist learning theory and information processing

theory.

The intervention process of presenting Rosetta Stone CALL software to

participants entails the recommended “dynamic immersion” as a direct
instructional method where lessons begin with dialogue using a modern
conversational style in the target language while the culture (an important
aspect of language) is also taught inductively (Mora, 2000).

Hinged on the whole language learning theory which embraces

constructivism and postulates that language learning moves from the whole
to the part, rather than building sub-skills to lead towards higher abilities of
comprehending, speaking and writing.It emphasizes that comprehending,
speaking, reading and writing skills are interrelated, reinforcing one another
in complex ways (Shutz, 2007).
Method
Ikonta, N. R., & Ugonna, N. C. (2015). The Impact of Rosetta Stone (CALL) Software on ESL Students'
Proficiency in English Language. International Journal of Arts & Science, 349-361.

Method Population & Sample

Quantitative The second semester, from
Research the Department of Arts and
Social Sciences Education, of
the Faculty of Education,
University of Lagos.

Instruments
Research Design
(1)Rosetta Stone software;
Quasi-Experimental,
(2)Achievement tests;
One- group Pretest-
(3)Observation schedule;
Posttest
(4)Students’ notebook;
(5)Questionnaire.
RESEARCH PROCEDURE
The four units of
the audio file of
lesson two, namely:
travelling, past and
future events,
Pre-test
friends and social
The test items .
life, and dining and
consisted of vacation were
objectives and
Stage presented to the Stage
First open-ended participants
questions. 1 3

Stage
The researchers Next The participants were Participants were
guided the to introduced to lesson
2 presented with level
determine and one of the software’s three of the audio file
reinforce their audio file consisting of which consisted of
prerequisite four units: language four units
knowledge on basics, greetings and of home and health,
language and introductions, work life and world,
communication and school, and everyday things, and
skills shopping. places and events.
 RESEARCH PROCEDURE
The four units of level
five, that is, the audio file the participants
on business and were given post-
industry, arts and test exercises to
academics, emergency determine any
situations, and family significant
.
and community were difference in their
presented to the students language skills
Stage alongside their own prior
Stage after the exposure Obse
4 recordings of same. 6 to the software rve
The observation schedule
the participating students Stage Stage containing checklist items
individual participants were ticked when certain
were introduced to the 5 were encouraged to
7 intended learning traits were
four units of the fourth
read each visual file as observed in the participants’
level comprising units on
the researchers used a language skill(s). A
tourism and recreation,
stop watch to record questionnaire was then
professions and hobbies,
their reading speed. administered to the
home and around town
participants who were
style, and personal
encouraged to tick the
wellness
appropriate items applicable to
them.
Findings
Ikonta, N. R., & Ugonna, N. C. (2015). The Impact of Rosetta Stone (CALL) Software on ESL Students'
Proficiency in English Language. International Journal of Arts & Science, 349-361.

The finding revealed an From questionnaires, the

increase in the level of students exhibited positive
student-interaction and learning attitude towards
participation while CALL leading to improved
corresponding data revealed performance in the English
that the students’ language after studying with
performance indicated some the software
increase in the various
elements of the listening and
speaking skills, speed and
comprehension rate as well
as composition and
summary writing after being
taught with the Rosetta
Stone CALL software.
Findings
Ikonta, N. R., & Ugonna, N. C. (2015). The Impact of Rosetta Stone (CALL) Software on ESL Students'
Proficiency in English Language. International Journal of Arts & Science, 349-361.

Your Picture Here Hypothesis 1 : how significant the difference was in the pre-test
and post-test scores of the group in the four language skills using
the t-test statistical formula for one sample mean.
Null hypothesis was rejected.

Your Picture Here Hypothesis 2 : how significant the difference was between pre-test
and post-test scores of the group in the listening and speaking
skills.
Null hypothesis was rejected.

Your Picture Here Hypothesis 3 : compare if the difference between the participating
students’ pre-test and post-test scores in the reading and writing
skills was significant
Null hypothesis was accepted.