Investigating university students' attitudes toward the Rosetta Stone Platform using the unified theory of acceptance and use of technology model

This study investigates the attitudes of S5 students in the English Excellence Track at the Faculty of Letters and Human Sciences, Mohammed First University in Oujda, toward using the Rosetta Stone platform for learning English. A mixed-methods approach was used, combining quantitative data from a questionnaire and qualitative data from exam responses. Based on the Unified Theory of Acceptance and Use of Technology (UTAUT), the questionnaire focused on performance expectancy, effort expectancy, social influence, and facilitating conditions. The quantitative data were analyzed using descriptive statistics, Pearson and Spearman correlation, and regression. The qualitative data were analyzed using thematic analysis. The findings show that students’ attitudes are strongly influenced by performance expectancy, particularly when they see the platform as helpful. However, effort expectancy did not have a direct effect unless digital literacy was considered. Technical issues, such as problems with pronunciation detection and time tracking, were significant sources of frustration. The study suggests that universities should offer digital literacy training, improve technical features, and reconsider making the platform a mandatory tool.