Rosetta Stone et l’enseignement supérieur marocain : Rôles des enseignants et défis pédagogiques

Abstract

This study aims to analyze the use and impact of the ‘Rosetta Stone’ language platform in Moroccan higher education. The aim is to examine how this immersive, interactive approach to foreign language learning is changing the role of teachers, and how it can best be used to support students’ autonomous learning. The problem lies in the role of the teacher in this new educational paradigm. The challenges facing teachers in ensuring optimal implementation of this support are also examined. The methodology includes the use of a questionnaire aimed at teachers to obtain information on their experiences and perspectives regarding student support. The expected results are a better understanding of the different tutoring functions of teachers in this new educational paradigm, as well as the identification of constraints and challenges to effective student tutoring. The study also aims to propose recommendations for overcoming these obstacles and optimizing the use of Rosetta Stone in foreign language teaching.