Mobile-assisted language learning (MALL) plays a growing role in enhancing English oral presentation skills, yet little is known about how Rosetta Stone supports this process. This study aims to explore the pedagogical affordances of Rosetta Stone from both students’ and a teacher’s perspectives in an Indonesian EFL context. A qualitative case study design was used, involving 15 second-grade high school students and one English teacher. Data were collected through open-ended questionnaires and teacher self-reflection, then analysed using thematic analysis for the questionnaire, and qualitative descriptive analysis for self-reflection data. The findings reveal that Rosetta Stone improved students’ fluency, pronunciation, confidence, and structured speech through speech recognition, gamified learning, and autonomous practice. However, limitations were noted in formal presentation training and interaction features. The study suggests Rosetta Stone is most effective as a supplementary tool. These insights highlight the need for blended learning strategies that integrate digital tools with classroom instruction to support oral proficiency development.