This study explores the self-efficacy of students learning English as a Second Language on the computer-based Rosetta Stone program. The research uses a qualitative approach to explore how a readily available computer-based learning program, Rosetta Stone, can help adult immigrant students gain some English competence and so acquire a greater self-efficacy in their working lives. There is literature on self-efficacy and computer-based learning but not on how erudition on computers encourages learning in adult ESL students. This ethnographic research explores how teacher's classroom practice takes into account the varied educational and language competence backgrounds of adult students in an ESL setting and how using a computer program, Rosetta Stone, encourages these students achieve self-efficacy in language learning.

I make use of my ethnographic observation notes as a teacher ethnographer, the student computer and language experience surveys, as well as the adult school demographic data available to the teacher. The survey responses are coded and grouped into two groups those with high and low computer experience and high and low English skills. A subset of students was interviewed by selecting the samples from the high and low groups. The morning classes are activity based and the evening classes are computer based leading to differing types of efficacy. The course was effective in different ways given these differences between morning and evening classes.

The main finding describes how the majority of the adult students' perceived self-efficacy tended to increase when students gained a more varied language learning experience in a routine program. Considering the problem of computer-based learning efficacy in schools, the research regarding self-efficacy and computer-based learning technology is limited. The research presented here demonstrates only a small aspect of future research focused on ESL classroom structure. Finally, a last implication addresses the ways teachers in ESL adult classes adapt, transform, redesign, and teach their classes, which constitutes further development and exploration utilizing an empirical approach as to how studying English as a Second Language advances self-efficacy and adult ESL student employability while leading the students toward their vision of living the American Dream.