1. Sarah Seewald

2. Today’s global economy requires language Minimal research on Rosetta Stone available More research needed at K-12 level Rationale

3. 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

4. Critical Components of Learning a Language Grammar Reading Technology Interaction with Someone More Advanced Prior Knowledge Amount of L1 Used Literature Review

5. 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

6. Research Design qualitative, non-experimental Interview Population and Sampling 7 students at a small, private high school 1 is a 9 th grader, 3 are 10 th graders, 1 is an 11 th grader, and 2 are 12 th graders gender split is 57% male and 43% female convenience sample Instrumentation - structured interview Methodology

7. Do students use Spanish more outside of the classroom after using Rosetta Stone? H 0 : Students use Spanish more outside of the classroom after using Rosetta Stone. OR H 1 : 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

8. Do students prefer to continue learning through Rosetta Stone or through teacher instruction? H 0 : Students prefer to continue learning through Rosetta Stone. OR H 1 : 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

9. Does the student think his time is used wisely by Rosetta Stone or teacher instruction? H 0 : The student thinks his time is used wisely by Rosetta Stone. OR H 1 : 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

10. 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? H 0 : The student feels bored more when learning from a teacher. OR H 1 : 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

11. Does the student have higher self-perceptions of her ability to learn Spanish through Rosetta Stone or teacher instruction? H 0 : The student has higher self-perceptions of her ability to learn Spanish through Rosetta Stone. OR H 1 : 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

12. Larger sample Same Spanish teacher Likert scale Further Study

13. Dr. Ingles Professor Hayward Shelly Snow Linda Sherrill Acknowledgements