FLUENCY FOUND: EMPOWERING PRE-SERVICE ELEMENTARY EDUCATORS WITH ROSETTA STONE FOR ENHANCED SPEAKING IMITATION SKILLS
DOI:
https://doi.org/10.23969/jp.v9i2.16282Keywords:
Speaking imitation skills, language learning, pre-service educators, Rosetta Stone.Abstract
Mastering speaking imitation is vital for pre-service elementary educators who serve as language models. Achieving native-like fluency is challenging due to limited exposure to native speakers. This study investigates Rosetta Stone's efficacy in improving speaking skills for educators, aiming to overcome traditional instructional barriers and enhance language proficiency. This research used a mixed-methods approach, the study integrates quantitative pre/post-tests with qualitative interviews to evaluate Rosetta Stone's impact. Quantitative analysis highlights significant enhancements in speaking imitation skills, showcasing varied participant improvements. The result of the study reveals significant improvements in speaking imitation skills through Rosetta Stone intervention. Participants showed an average 3-4point increase in post-test scores. Qualitative insights highlight heightened engagement, motivation, and perceived effectiveness, demonstrating Rosetta Stone's transformative potential. The findings underscore the importance of integrating technology-enhanced language learning tools into teacher education programs. This integration better equips educators to serve as effective language models and facilitators of language acquisition in classrooms. While existing literature focuses on Rosetta Stone's use in general language learning, recent research has explored its specific application in teacher education. This study contributes to this emerging field by highlighting its potential to enhance language proficiency among pre-service elementary educators.Downloads
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