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Accelerated English Teaching Methods: The Role of Digital Technology

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Abstract

This article presents the impact of digital teaching method in the form of Rosetta Stone program on the quality of English language acquisition. The study involved 320 third-year students who study in the People’s Republic of China. Group B post-assessment results show an increase in scores on the four assessment criteria: reading, listening, writing, and speaking after the Rosetta Stone intervention. Reading skills increased by 33.6%, listening by 26.0%, writing by 48.6%, and speaking by 20.5%. Students from group B who were additionally Rosetta Stone users had a 7.4% higher average achievement rate than the control group, which proves the effectiveness of the program in the context of English language learning. Correlations were calculated between the cumulative score of the specific criteria and the general criteria as well as the individual assessment categories, all correlations were positive, weak, medium, or strong.

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Data Availability

The datasets used and/or analysed during the current study are available from the corresponding author on reasonable request.

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Acknowledgements

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Funding

This work was supported by the Doctoral Research Fund Project of Xi’an Xian International Studies University (No. BSYB2020010).

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  1. Graduate School, Xi’an International Studies University, Xi’an, 710128, China

    Xiaoyan Fan

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  1. Xiaoyan Fan
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X.F. is a single author responsible for the content of the article and its preparation.

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Correspondence to Xiaoyan Fan.

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The research was conducted ethically in accordance with the World Medical Association Declaration of Helsinki. The study was approved by the Ethics Committee of Xi’an International Studies University, Xi’an, China (Protocol № 6 of 14.10.2022).

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Fan, X. Accelerated English Teaching Methods: The Role of Digital Technology. J Psycholinguist Res 52, 1545–1558 (2023). https://doi.org/10.1007/s10936-023-09961-4

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