Is Rosetta Stone the future of language learning?
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Gillian Lord University of Florida
Is Rose%a Stone the future of language
learning?
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Why this study? • Omnipresent and powerful marke9ng*
makes Rose<a Stone … • En7cing to the average language learner • Temp7ng to administrators • Appealing to educators? • The best known language program on the market
*“RoseBa Stone … spent $98.5 million on adver7sing in 2011, up from $70.5 million in 2010, according to Kantar Media”
www.ny7mes.com/2012/06/20/business/media/roseBa-‐stone-‐ads-‐emphasize-‐fun-‐not-‐efficiency.html
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A(n important) side note… • The study reported here was conducted with Rose8a Stone’s knowledge and technical support. • They were not involved in the design, data collec>on or analysis. • The Rose8a Stone licenses were purchased at regular price.
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What do reviews of Rosetta Stone say? • Lafford, Lafford & Sykes (2010) • Evaluate if programs provide the tools necessary for effec7ve language learning, based on features that research has shown to be important (interac7on, relevant contextualiza7on of language, etc.)
• “… these products do not incorporate a number of the [necessary] research-‐based insights (e.g., the need for culturally authen7c, task-‐based ac7vi7es) that informed SLA scholars might have given them.”
• Santos (2011) • Lack of context • General inability to respond to spontaneous student speech • What Rose8a Stone calls interac7on is “a rather poor and limited version of what one would encounter in a real-‐life conversa7on”
• DeWaard (2013) • “Not a viable replacement of current instruc7on at the postsecondary level”
• Based on personal experience, professional reac7ons
What do academic reviews of Rosetta Stone say?
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What do empirical studies show? • Vesselinov (2009) – commissioned by RoseBa Stone; RS
users who knew nothing prior to using the program demonstrated increased knowledge of the language afer a period of use.
• Nielson (2011) – self-‐study programs in workplace; some success but remarkable aBri7on; lack of community (e.g., Rovai, 2002) • Stevenson & Liu (2010) – lack of ability to engage learners in true interac7on; users do not take advantage of Web 2.0 tools to network. • This study – Phase 1 of analysis indicated that first-‐semester gains in some areas are comparable between RS users and a classroom control…
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Participants • Par7cipants were University of Florida students enrolled in Beginning Spanish 1 (avg. age = 20) • L1 English • No other L2 proficiency (beyond h.s. requirement) • No prior Spanish instruc>on
• Par7cipants belonged to one of 3 environments: • Classroom (C): N=4 • Rose8a Stone (RS): N=4 • Classroom+Rose8a Stone (RS+C): N=4
Original popula7on had 20-‐25 par7cipants in each of the three groups.
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Participants Control (Classroom) group (C) • In-‐tact sec7on of Beginning Spanish • Followed regular syllabus with standard materials • Carried out standard classroom assessment materials • Met with researcher 3x during semester
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Participants RoseBa Stone group (RS) • Self-‐selected (required by IRB) • Not required to aBend any regular class • Used Rose8a Stone package (“Conversa7onal Spanish”):
• 16-‐week course designed to cover material comparable to a face-‐to-‐face beginning class
• 6 units of Rose8a Stone® Version 4 TOTALe® Spanish, each has 4 lessons [Level 1, half of Level 2]
• Minimum of 6 RoseBa StudioTM sessions • Minimum of 8 hours in RoseBa WorldTM • Monitoring of program access and 7me on task
• Followed predetermined deadlines in progressing through the material • Met with researcher 3x during semester
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Participants Classroom + RoseBa Stone group (RS+C) • In-‐tact sec7on of Beginning Spanish class • Same instructor as control group • Used Rose8a Stone materials as their textbook (including all features described for RS group) • Met with researcher 3x during semester
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Data collected • General oral and wri<en proficiency and skills • January, March, May
• Par9al CLEP test (30 items) • May
• Versant Automated proficiency test • May
• Assessment of aYtudes • January, May
• Discussion of experiences • January, March, May
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Phase 1 Results: CLEP test Average scores (converted to %)
38.65 39.17 47.50
0.00
10.00
20.00
30.00
40.00
50.00
60.00
70.00
80.00
90.00
100.00
Classroom RoseBa Stone RS+class
p = 0.165
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Phase 1 Results: Versant test Average scores (converted to %)
27.08 26.25 20.00
0.00
10.00
20.00
30.00
40.00
50.00
60.00
70.00
80.00
90.00
100.00
Classroom RoseBa Stone RS + Class
p = 0.615
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PHASE 2 ANALYSIS
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Final interview -‐ Classroom INTERVIEWER: Cuéntame, ¿qué te gusta hacer en tu 7empo libre, o los fines de semana? SL: Repitas, please. INTERVIEWER: ¿Qué te gusta hacer? SL: Qué te gusta hacer… INTERVIEWER: ¿Te gusta ir a películas? ¿Te gusta escuchar música? SL: Uh, ¿fin de semana? INTERVIEWER: Sí. SL: Uh, sí. En fin de semana, yo… yo estudio, uh, mucho. INTERVIEWER: ¿Sí? SL: Uh, para mis exámenes. Sí. Yo tengo muchos examines en química orgánica, biología, y laboratorio. Uh, sí. Mucho, uh… no, muy ocupado. So, no películas, no, uh, deportes. INTERVIEWER: ¿Cuál fue la úl7ma película que viste? SL: Cuál te… INTERVIEWER: La úl7ma vez, the last 7me, que viste una película. SL: Phew… Hmm. Let’s see… dos menses. INTERVIEWER: Meses, mhm. SL: Meses. Ago. ¿Cómo se dice “ago”? INTERVIEWER: Hace. Hace dos meses. SL: Hace, sí. INTERVIEWER: Wow. SL: Yo no… yo no veo muchas películas en Gainesville. INTERVIEWER: ¿Qué película fue esa, hace dos meses? ¿Cómo se llamaba? SL: Uh, el pelí—la película… ¿cómo se dice “was”? INTERVIEWER: Era, o fue. SL: Era. La película era… INTERVIEWER: ¿No te acuerdas? SL: Yo no… sí.
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Final interview – Rosetta Stone INTERVIEWER: Mhm, ¿y qué haces en Gainesville? SH: Um… you’re going to have to forgive me, my mind’s like blown… Um, yo estoy estudiar. INTERVIEWER: ¿Tú estudias? ¿Y qué más? SH: Yo trabajo en un restaurante de Dragonfly. INTERVIEWER: Y, ¿con mucha frecuencia, vas de compras? SH: Yo no entendí, repe7rlo, por favor. INTERVIEWER: ¿Con mucha frecuencia, vas de compras? “Ir de compras” significa go shopping. SH: All right, say that one more 7me, please. INTERVIEWER: ¿Con mucha frecuencia, vas de compras? SH: Uh, no, uh, no voy a… what did you, how did you say “to go shopping”? INTERVIEWER: Ir de compras. SH: No voy de compras. INTERVIEWER: Y, ¿qué vas a hacer este verano? SH: Este verano, yo voy a visitar Brazil. INTERVIEWER: Vas a visitar Brazil, y ¿vas a estudiar en Brazil? SH: No, um, yo voy a trabajar en Brazil. INTERVIEWER: Y, em, ¿qué más a hacer en Brazil? ¿Vas a leer, vas a jugar deportes? SH: What am I going to do in Brazil? I thought I just answered that. INTERVIEWER: ¿Solo trabajar? SH: I don’t know, I’m going on a missions trip, I don’t know how to express that in Spanish, but… INTERVIEWER: Pues, buena suerte, muchas gracias.
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Fluency analysis • All interviews • 3 groups x 4 par7cipants = 12 par7cipants x 3 interviews = 36 • Transcribed and analyzed for fluency measures
• “Fluency” • Total number of words spoken • Number of Spanish words; Number of English words • Number of dysfluencies • Lexical density (number of unique Spanish words) • Number of fillers/non-‐lexical items
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General observations
GROUP
Total # words
# Span
ish words
# En
glish words
# Fillers
# Clarifica9o
n requ
ests in Spa
nish
# Clarifica9o
n requ
ests in English
Repe
99on
s/false
starts
#Uniqu
e words
Classroom Average 147.78 109.97 21.67 16.14 2.06 1.03 2.81 50.22
RS+C Average 90.61 47.53 34.75 8.33 0.11 1.75 2.14 27.22
RS Average 131.21 88.53 39.91 8.72 0.61 3.24 5.54 45.32
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Ratio of L1/L2 words
0.26
0.83
0.68
0.00
0.10
0.20
0.30
0.40
0.50
0.60
0.70
0.80
0.90
1.00
Ra9o of English-‐to-‐Spanish words used, by group
Control Average
RS + class Average
RoseBa Stone Average
Classroom Average
0 = no English words produced 1 = 1 English word produced for every Spanish word
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Assistance requests
2.06
1.03
0.11
1.75
0.61
3.24
0.00
0.50
1.00
1.50
2.00
2.50
3.00
3.50
# Clarifica7on requests in Spanish # Clarifica7on requests in English
Average # of clarifica9on / assistance requests by group
Control Average RS + class Average RoseBa Stone Average
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Assistance requests
2.06
1.03
0.11
1.75
0.61
3.24
0.00
0.50
1.00
1.50
2.00
2.50
3.00
3.50
# Clarifica7on requests in Spanish # Clarifica7on requests in English
Average # of clarifica9on / assistance requests by group
Control Average RS + class Average RoseBa Stone Average
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Other considerations (1) Language learning motivation • All learners indicated that their primary mo7va7on was to fulfill their language requirement • One third (4/12) reported that they chose Spanish, specifically, as a language that would be useful in their par7cular careers • RS volunteers par7cipated out of curiosity or convenience, but shared same degree of language learning mo7va7on.
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Motivation – Classroom Group Group High school language
background Why Spanish?
Classroom No Spanish French 3
I am required to take a language for my major.
Classroom No Spanish La7n 3
Language requirement and for myself since I feel Spanish is a good asset as a physician.
Classroom No Spanish Fulfill [college requirement].
Classroom No Spanish La7n AP
I am going to Panama on a service trip. I believe formal classes would help me gain a beBer grasp of the language than picking it up on my own.
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Motivation – RS+C Group Group High school language
background Why Spanish?
Rose<a Stone + Class No Spanish I am taking Spanish because I feel like it will be beneficial later on in life.
Rose<a Stone + Class No Spanish As a requirement and to benefit my future jobwise.
Rose<a Stone + Class No Spanish French 2
I need two semesters of a foreign language to graduate.
Rose<a Stone + Class No Spanish French 4
College requirement.
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Motivation – RS Group Group High school
language background Why Spanish?
Why volunteer for RS?
Rose<a Stone No Spanish Foreign language requirement.
Heard a lot of good things about RoseBa Stone so decided to try it.
Rose<a Stone No Spanish La7n 3
CLAS requirement Can beBer manage my 7me and schedule and move more at my own pace without dealing with class.
Rose<a Stone No Spanish French 2
Required for major.
Sounded beneficial.
Rose<a Stone No Spanish ASL 3
Spanish is useful in my state/needed FL requirement.
I was going to use my own to supplement educa7on anyway.
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Other considerations (2) Time on task
GROUP Comple9on Rate
Average Score
Total Course Usage (hours)
Total Class Time (hours)
Classroom 96.99% 90.77% 70.00 39.00
RS+C 93.67% 98.63% 32.81 37.25
RS 97.67% 95.88% 30.69 NA
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Other considerations (3) Attitude survey • Few changes (pre-‐post) in any group • Significant changes (RS+C, C) on item #3: • “I am enjoying my Spanish-‐learning experience this semester.”
• Significant changes (RS) on item #11: • “Interac>ng via chat or telephone is comparable to interac>ng face-‐to-‐face.”
• Changes (RS, RS+C) on item #19: • “I would prefer to learn a language on my own >me and at my own pace than in a group or classroom seGng. “
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Conclusions • Across environments… • Comparable outcomes on some measures • Different development of conversa7onal skills, discourse strategies • Skep7cism towards program is jus7fied
• More research (always!) needed • Larger, more varied sample size • Different proficiency levels • Broader student group
• More sensi7ve/appropriate tes7ng measures • Asess cultural awareness and competence
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Thank you. glord@u[l.edu
• Special thanks to: • UF College of Liberal Arts and Sciences
• UF Humani7es Scholarship Enhancement fund
• Carlos Enrique Ibarra (sta7s7cs)
• Caroline Reist, Keegan Storrs, Diana Wade (RA)
• Laura Bradley (RoseBa Stone)
QR code here
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Works Cited Bley-‐Vroman, R. (1988). “The fundamental character of foreign language learning.” In W. Rutherford & M. Sharwood Smith (Eds.), Grammar and second language teaching (pp. 19-‐30). Rowley, MA: Newbury House. Bley-‐Vroman, R. (2009). “The evolving context of the Fundamental Difference Hypothesis.” Studies in Second Language Acquisi>on 31(2), 175-‐198. DeWaard, L. (2013). “Is RoseBa Stone a viable op7on for L2 learning?” Forthcoming in ADFL Bulle>n. Godwin-‐Jones, R. (2007). “Emerging technologies; Tools and trends in self-‐paced language instruc7on. Language Learning and Technology,” 11(2), 10-‐17. Retrieved 26 September 2012 from hBp://llt.msu.edu/vol11num2/emerging/ Godwin-‐Jones, R. (2009). “Emerging technologies: Speech tools and technologies. Language Learning and Technology,” 13(3), 4-‐11. Retrieved 26 September 2012 from hBp://llt.msu.edu/vol13num3/emerging.pdf Krashen, S. D. & Terrell, T. D. (1983). The Natural Approach: Language acquisi>on in the classroom. Hayward, CA: Alemany Press. Lafford, B., Lafford, P. & Sykes, J. (2007). “Entre dicho y hecho …: An assessment of the applica7on of research from second language acquisi7on and related fields to the crea7on of Spanish CALL materials for lexical acquisi7on.” CALICO Journal, 24(3), 427-‐529. Nielson, K. B. (2011). “Self-‐study with language learning sofware in the workplace.” Language Learning and Technology, 15(3), 110-‐129. Retrieved 26 September 2012 from hBp://llt.msu.edu/issues/october2011/nielson.pdf Rovai, A. P. (2002). “Development of an instrument to measure classroom community.” The Internet and Higher Educa>on, 5, 197-‐211. Santos, V. (2011). “Review of Rose8a Stone Portuguese (Brazil) levels 1, 2, & 3.”CALICO Journal, 29(1), 177-‐194. Stevenson, M. P. & Liu, M. (2010). “Learning a language with web 2.0: Exploring the use of social networking features of foreign language learning websites.” CALICO Journal, 27(2), 233-‐259 Vesselinov, Roumen. Measuring the Effec>veness of RoseBa Stone. hBp://resources.roseBastone.com/CDN/us/pdfs/Measuring_the_Effec7veness_RS-‐5.pdf.
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Rosetta Stone interface
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Rosetta Stone interface (vocabulary)
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Rosetta Stone interface (grammar)
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Rosetta Stone interface (pronunciation)
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Rosetta Stone interface (World – “play”)
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Rosetta Stone interface (World – “talk”)
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Rosetta Stone interface (World – “explore”)
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Rosetta Stone interface (Studio)