Inclusive Language Learning in the Age of Artificial Intelligence: A Case Analysis of Rosetta Stone

Abstract

To keep up with current trends, the Moroccan government implemented an AI-powered platform to enhance students' foreign language skills in higher education. Although this approach creates new opportunities for learning, certain variables, such as learner engagement, accessibility, and perceived digital equity, were not taken into account. This lack of thoughtfulness has led to negative feedback expressed in classrooms and online. This work aims to shed light on where accessibility, learner engagement, and perceived digital equity stand in this AI approach. This is done through a quantitative approach and a descriptive correlational research design. The results highlight several points: 1. The extent to which learners from different socio-economic backgrounds access language-learning platforms. 2-How technological barriers affect the accessibility of the Rosetta Stone platform. 3- The relationship between learner engagement and perceived digital equity. The study also presents the pedagogical, technological, and institutional implications of the results.