O n f e r e n c e

Objectives
: before beginning work in the lesson, learners see a short list of 
objectives that the lesson will teach and assess. Some objectives focus on 
grammar, others on culture, and yet others on business topics (such as how to 
run an efficient meeting or how to write an effective business email).

Introduction
: Each lesson in Advanced English for Business begins a video that 
contextualizes the concepts covered in the lesson.
Part:

Vocabulary
: this activity focuses on the vocabulary used in the Introduction, 
providing definitions, images, and additional examples of the vocabulary words 
used in context.

Usage
: this activity provides grammatical explanations as well as cultural 
information and business tips, giving the learner additional information about and 
insight into the lesson objectives. 

Usage practice:
here, the learner
’s understanding of the previous activities is 
assessed through a short series of computer-scored items (multiple choice, fill-in-
the-blank, matching, sequencing, and find-the-error). 
Whole: 
The learner engages in at least two of the following four activities: 

Writing practice
: a computer-scored writing exercise 

Reading aloud
: a computer-scored speaking exercise 

Extended writing
: a writing exercise scored by one of Rosetta Stone’s expert 
tutors (the same tutors who provide the live instruction) 

Extended speaking
: an exercise scored by a Rosetta Stone tutor.
The test, which learners can complete in 5-10 minutes, concludes each lesson. 
Learners were asked to schedule a live, one-on-one tutoring session after engaging with 
the e-learning component of the product. Live tutoring sessions consisted of a 45-minute, 
video-based spoken interaction with a professionally trained, native speaker language 
tutor. Prior to each session, the learner was asked to read an article that would form the 
basis for the discussion and the activities to be covered during the session. Activities 
included comprehension questions, vocabulary, language in context, and culture, as well 
as a program goal activity that provided the learners with the opportunity to work on 
their chosen course topic with a role playing or contextual activity.

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2014 CALL Conference 
LINGUAPOLIS
www.antwerpcall.be 
Learners received a weekly summary of their usage of the product and their scores on 
the various activities within lessons they completed. Additionally, learners were asked to 
complete a survey of their e-learning and live tutoring experiences on a weekly basis.