sarah seewald. today’s global economy requires language minimal research on rosetta stone...
TRANSCRIPT
Sarah Seewald
Rosetta Stone and Its Effects on Student Motivation to Learn Spanish
• Today’s global economy requires language
• Minimal research on Rosetta Stone available
• More research needed at K-12 level
Rationale
• How does daily instructional use of Rosetta Stone technology affect student motivation to learn Spanish?• Do students use Spanish more outside of the classroom after using
Rosetta Stone?
• Do students prefer to continue learning through Rosetta Stone or through teacher instruction?
• Does the student think his time is used wisely by Rosetta Stone or teacher instruction?
• Does the student feel bored more when learning from a teacher or from Rosetta Stone?
• Does the student have higher self-perceptions of her ability to learn Spanish through Rosetta Stone or teacher instruction?
Research Questions
• Critical Components of Learning a Language• Grammar
• Reading
• Technology
• Interaction with Someone More Advanced
• Prior Knowledge
• Amount of L1 Used
Literature Review
• Rosetta Stone Philosophy• No translation
• No grammar instruction
• Deductive reasoning
• Rosetta Stone’s Design Components• Dynamic Immersion
• Writing
• Speech Recognition
• Feedback
• Individualized
• Online Interaction
• Not for Advanced Level
Literature Review
• Research Design• qualitative, non-experimental• Interview
• Population and Sampling • 7 students at a small, private high school• 1 is a 9th grader, 3 are 10th graders, 1 is an 11th grader, and 2 are
12th graders• gender split is 57% male and 43% female
• convenience sample• Instrumentation - structured interview
Methodology
• Do students use Spanish more outside of the classroom after using Rosetta Stone? H0: Students use Spanish more
outside of the classroom after using Rosetta Stone. OR H1:
Students use Spanish less (or the same amount) outside of the classroom after using Rosetta Stone.• Interview question 4:• 5/7 students did not see a change (71%)• 29% noticed an increase
• The data seems to say that students use Spanish less – or the same amount
• Also interesting: 4 students cited previous instructional experience with Spanish as their reason for choosing Spanish
Results Q1
• Do students prefer to continue learning through Rosetta
Stone or through teacher instruction? H0: Students prefer to
continue learning through Rosetta Stone. OR H1: Students
prefer to continue learning through teacher instruction.• Interview question 5: • 3 students who would choose teacher • 4 students who would choose Rosetta Stone
• Sample too small for conclusion.
Results Q2
• Does the student think his time is used wisely by Rosetta Stone
or teacher instruction? H0: The student thinks his time is used
wisely by Rosetta Stone. OR H1: The student thinks his time is
used wisely by teacher instruction.• Interview question 6:• 3 thought their teacher used time wisely• 2 thought their teacher sometimes used class time wisely• 2 thought their teacher did not use class time wisely
• Interview question 7:• 3 thought Rosetta Stone used their time wisely• 1 thought Rosetta Stone sometimes used time wisely and sometimes
didn’t• 3 thought Rosetta Stone wasted their time
• Students were evenly divided over their teacher’s wise use of class time• Students were divided on the extremes when asked about Rosetta Stone. • Again, the sample was too small to draw a conclusion.
Results Q3
• Interview question 9:• 5 bored by Rosetta Stone• 1 sometimes bored (by two
specific activities)• 1 said not bored
• The student feels bored more when learning from Rosetta Stone).
• Does the student feel bored more when learning from a teacher or from Rosetta Stone?
H0: The student feels bored
more when learning from a
teacher. OR H1: The student
feels bored more when learning from Rosetta Stone.• Interview question 8:• 1 bored by teacher
instruction• 3 students said sometimes• 3 said they weren’t bored by
teacher
Results Q4
yes sometimes no0
0.51
1.52
2.53
3.5
Chart 7: Bored by Teacher Instruction?
yes sometimes no0123456
Chart 8: Bored by Rosetta Stone?
• Does the student have higher self-perceptions of her ability to learn Spanish through Rosetta Stone or teacher
instruction? H0: The student has higher self-perceptions of
her ability to learn Spanish through Rosetta Stone. OR H1:
The student has higher self-perceptions of her ability to learn Spanish through teacher instruction.• Interview question 10:• 4 students said they were better with teacher instruction• 3 students said Rosetta Stone• One of these based her answer on the fact that she is now taking
Spanish daily.• This data seems to say the student has higher self-perceptions of her
ability to learn Spanish through teacher instruction.
Results Q5
• Larger sample
• Same Spanish teacher
• Likert scale
Further Study
• Dr. Ingles
• Professor Hayward
• Shelly Snow
• Linda Sherrill
Acknowledgements