Abstract
The integration of classroom instruction with an immersive online learning experience provides students with the balance needed for optimal learning outcomes. Subsequently, the purpose of this paper is to investigate students’ perspectives of online language learning, drawing attention to the difficulties undergraduate logistics students at the Higher School of Technology in Fes, Morocco, encounter when using the Rosetta Stone platform for the fall semester. This quasi-experimental study analyses the effectiveness of the language learning platform from a Computer-Assisted Language Learning (CALL), Substitution, Augmentation, Modification, and Redefinition (SAMR), and Passive, Interactive, Creative, Replacement, Amplification, and Transformation (PICRAT) lens, giving the study a holistic dimension while utilising a one-group quasi-experimental pre-test post-test design. Findings from this study revealed that students generally had positive attitudes toward the platform, particularly towards its motivational aspects. However, results also indicated that the platform had no measurable impact on language performance with only six students advancing by one CEFR (Common European Framework of Reference for Languages) level and one learner advancing by two CEFR levels. This shows that Rosetta Stone cannot replace the instructor’s role in monitoring and guidance. Therefore, integrating such platforms into blended approaches appears pivotal to maximise their benefits. this study opens the door to future research on the pedagogical and technological conditions needed to improve the efficiency of digital tools in language learning.
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