Rosetta Stone in Moroccan Higher Education: Difficulties and Opportunities

Abstract

Rosetta Stone is an online learning platform that supplies second-language learners with the necessary resources needed for a successful and positive language learning journey. Its implementation in Moroccan higher education has gained both positive and negative feedback from its users. This research, therefore, aims to investigate the opportunities and issues of Rosetta Stone after its integration in Morocco in the last few years. A systematic literature review is used to identify the recurrent themes of issues and opportunities discussed in the field of education. The extensive literature review reveals technical and methodological issues, as well as others pertinent to aspects of cultural adequacy, to mention but a few. By way of illustration, the technical problems involve inaccurate total time estimation, an issue made especially poignant by the academic requirement for the completion of a particular number of hours. This same inconvenience constitutes a methodological challenge represented in the yearly completion of 30 hours of app usage. As for cultural adequacy, this study incentivises educators to contemplate these problems and provide relevant interventions. This study plans to analyse secondary data such as tweets and social media comments and posts with the goal of exploring the difficulties and opportunities as well as people's insights into this online learning tool. This repertoire of data will help lay out beneficial features to better use Rosetta Stone and how it can be better implemented, striving towards an advantageous learning journey.