The Impact of Offline Rosetta Stone on Iranian EFL Teachers’ Autonomy, Creativity, and Work Engagement

Purpose: This study aimed to examine the impact of using Rosetta Stone on Iranian EFL teachers’ autonomy, creativity, and work engagement in the light of teaching experience and gender. Methods and Materials: A quasi-experimental research design was used, involving 60 Iranian EFL teachers from five language institutes in Ahvaz, Iran. The participants were evenly distributed across gender (male and female) and teaching experience (novice and experienced). Three standardized instruments were used to measure the dependent variables: the Teacher Classroom Autonomy Rating Scale, the Teacher Creativity Scale, and the Utrecht Work Engagement Scale (UWES-9). Teachers completed pretests and posttests before and after using the offline Rosetta Stone software. Data were analyzed using paired-samples t-tests and two-way ANCOVA to examine the effects of gender and teaching experience on the outcomes. Findings: The results showed a significant increase in teachers' autonomy, creativity, and work engagement after using the offline Rosetta Stone software. Paired-samples t-tests indicated substantial improvements in all three variables (p < 0.05). However, two-way ANCOVA analyses revealed that neither gender nor teaching experience significantly influenced these improvements, suggesting that the software was equally beneficial across different demographic groups. Conclusion: The findings highlight the positive impact of technology-based instructional tools on teachers’ autonomy, creativity, and work engagement, irrespective of their gender or teaching experience. The study underscores the need for integrating technological resources into teacher education and professional development programs to enhance teaching effectiveness and job satisfaction.