An Exploration of the Shadowing Method in Teaching Speaking Skills to Students Learning English as a Foreign Language

Abstract

This article outlines a quantitative preliminary study that examines the impact of the shadowing technique on teaching speaking skills to students learning English as a foreign language. The participants of the study included both in-service EFL teachers and students. Shadowing is an engaging and cognitively demanding activity in which learners listen attentively to spoken language and repeat it as accurately as possible, enhancing their phonological processing and speech perception skills. Previous research has indicated that employing the pre-shadowing technique can enhance both listening and speaking abilities in learners. This article examines the shadowing technique, specifically focusing on the accurate application of stress patterns. By utilizing recordings of the participants’ speech, the study aims to determine whether shadowing techniques—both pre-shadowing and post-shadowing—can improve students' listening and speaking skills in relation to stress patterns. The findings reveal that shadowing is a valuable method for enhancing speaking and listening skills, as it helps participants recognize the significance of stress patterns in speech through active listening and reproduction.