ISSN 3103-1129

Septiembre, 2026

Vol. 4, No. 8, 143-156

https://doi.org/10.53877/fjwq5468

KIRIA, 4(8), 2026 Revista Científica Multidisciplinaria

https://revistasfiecyt.com/index.php/kiria

The effect of applying the Shadowing technique on the development of

speaking in efl students

El efecto de la aplicación de la técnica ‘Shadowing’ en el desarrollo de la

habilidad de expresión oral en estudiantes efl

Josue Daniel Ortiz Brito

Universidad Tecnológica Indoamérica. Ecuador.

jlae.josue.ortiz@lasalleambato.edu.ec

https://orcid.org/0009-0000-9073-8559

Olga Cárdenas Guanoluisa

Universidad Tecnológica Indoamérica. Ecuador.

ocardenas2@indoamerica.edu.ec

https://orcid.org/0009-0001-6828-1801

Fecha de recepción: 11 de julio de 2026

Fecha de aceptación: 24 de agosto de 2026

Fecha de publicación: 15 de septiembre de 2026

Como citar: Ortiz Brito, J. D. y Cárdenas Guanoluisa, O. (2026). The effect of applying the Shadowing technique

on the development of speaking in efl students. KIRIA: Revista Científica Multidisciplinaria. 4(8), pp. 143-156.

https://doi.org/10.53877/fjwq5468

ABSTRACT

This study examined the effect of the Shadowing Technique on the development of speaking

skills among English as a Foreign Language (EFL) students.The study aimed to determine

whether implementing the Shadowing Technique could significantly improve students’

speaking skills. A quantitative approach with a pre-experimental one-group pre-test–post-test

design was employed. The sample consisted of 34 first-year Bachillerato General Unificado

(BGU) students aged 14 to 16. Speaking proficiency was assessed before and after the

intervention using a speaking test that included an interview and a discussion task. Students’

performance was evaluated through an analytic rubric adapted from Brown (2004).

Participants completed ten structured Shadowing Technique sessions designed by the

researchers. The results showed a significant improvement in speaking performance, with the

mean score increasing from 14.29 to 18.94. A paired-samples t-test confirmed statistically

significant differences, t(33) = -16.249, p < .001. These findings indicate that the Shadowing

Technique is an effective pedagogical strategy for improving speaking skills and

strengthening communicative competence in EFL secondary school students.

KEYWORDS: shadowing technique, speaking skills, oral proficiency, fluency,

pronunciation.

RESUMEN

Este estudio analizó el efecto de la aplicación de la técnica de shadowing en el desarrollo de

la habilidad de expresión oral en estudiantes de inglés como lengua extranjera (EFL). La

investigación tuvo como objetivo determinar si la implementación de la técnica de shadowing

mejoraba significativamente sus habilidades de expresión oral. Se empleó un enfoque

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cuantitativo con un diseño preexperimental de un solo grupo con pretest y postest. La muestra

estuvo conformada por 34 estudiantes de primer año de Bachillerato General Unificado

(BGU), con edades entre 14 y 16 años. La competencia oral fue evaluada mediante una prueba

de speaking de dos partes, una entrevista y discusión, utilizando una rúbrica analítica

adaptada de Brown (2004). Los participantes participaron en diez sesiones estructuradas

basadas en la técnica de shadowing. Los resultados evidenciaron un incremento significativo

en el desempeño oral, con un aumento de la media de 14,29 a 18,94 y diferencias

estadísticamente significativas (t(33) = -16,249; p < .001). Se concluye que esta técnica

constituye una estrategia pedagógica eficaz para fortalecer la expresión oral y la competencia

comunicativa en estudiantes de EFL.

PALABRAS CLAVE: técnica de shadowing, expresión oral, competencia oral, fluidez,

pronunciación.

INTRODUCTION

Currently, the mastery of the English language has become a fundamental competence in

academic, professional, and scientific contexts worldwide. The ability to communicate

proficiently in spoken English is essential for professional advancement, intercultural

interaction, and English language learning in foreign language (EFL) settings. Nevertheless,

despite years of formal English instruction, a substantial number of learners of English as a

foreign language continue to experience persistent and significant difficulties when

developing their oral communication skills. These barriers are manifested primarily in

different areas, which are critical to determine the traits of effective communication, such as

pronunciation, fluency, comprehension, interaction, and even grammar and vocabulary,

particularly in the case of Spanish-speaking learners.

Pronunciation refers to the manner in which speech sounds are produced and

perceived, while fluency pertains to the flow, speed, and temporal smoothness in speech (Yan

& Yang, 2024). Moreover, comprehension/interaction concerns the speaker’s ability to

understand spoken input and engage in communicative exchanges through appropriate

responses, turn-taking, and negotiation of meaning. Regarding grammar, it is associated with

the system of morphological and syntactic rules; and, last but not least, vocabulary involves

the lexical resources available to a language user. The adequate integration of these

components is therefore essential for learners to express themselves excellently in real

interpersonal situations. From this perspective, many EFL learners, especially in the

Ecuadorian context, tend to command theoretical knowledge of the language, but struggle to

articulate their ideas orally; thus, experiencing a lack of confidence and anxiety. Although

speaking plays a central role in communicative competence, the development of speaking

skills in the English as a foreign language setting has been restrained. One common problem

faced by learners is the inherent cognitive demands of oral production. In this sense, these

requirements involve the simultaneous processing of several linguistic and mental operations,

including retrieving vocabulary, organizing ideas, applying grammatical constructions, and

producing speech sounds in real time while interacting with a listener. Furthermore, the fact

that instructional procedures provide insufficient opportunities for sustained and meaningful

spoken interactions limits learners’ opportunities to actively practice and develop their oral

communication skills.

Currently, many EFL classrooms are mainly centered on emphasizing grammar

accuracy and written language, giving way to minimal exposure to authentic spoken language

and a restricted practice in real-time speech processing. Consequently, these systemic

conditions hinder the students’ development of fluency, pronunciation, and overall

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communicative ability. Hence, these limitations underscore the need for students to

familiarize to pedagogical techniques specifically designed to support their speaking skills

development through continuous auditory input and active oral engagement in an EFL

classroom. One pedagogical technique that has gained considerable scholarly attention in the

field of second language acquisition is the Shadowing Technique, which engages learners

with the target language; while increasing their awareness of prosodic features such as

rhythm, stress patterns, and connected speech. Besides.

The Shadowing Technique strengthens the oral production, principally where English

learners exhibit only partial understanding of grammatical structures and lexical items.

Previous research has demonstrated that this technique enhances fluency and pronunciation,

leading to considerable improvements in learners’ overall speaking performance. (Suyadi,

2024; Doan, 2025; Dewi & Aswadi, 2025). Notwithstanding, the documented benefits of the

Shadowing Technique, limited empirical research has examined its effectiveness in

developing speaking competences among Spanish-speaking EFL learners, particularly in

Ecuadorian educational backgrounds. Therefore, this study aims to investigate the effect of

applying the shadowing technique on the development of speaking skill in EFL students.

LITERATURE REVIEW

Speaking skills in EFL context

The speaking skills are widely recognized as a central component of communicative

competence in second and foreign language learning. According to Shamim (2021), the

speaking skill refers to the ability to express ideas effectively in real-life communicative

situations. Besides, it involves the appropriate use of linguistic resources to convey meaning

and organize discourse coherently, allowing speakers to present ideas in a fluent and logically

sequenced manner. This process demands the real-time integration of ideas, encompassing

lexical selection, grammatical structuring, and accurate pronunciation. (Richards &

Renandya, 2002, as cited in Doan et al., 2025). Similarly, speaking skills demand simultaneous

processing of listening comprehension, linguistic formulation, and speech articulation under

time pressure. Correspondingly to its relevance, this speaking skill proficiency remains a

significant challenge for many EFL learners. (Leonita et al., 2023). The gap between the

linguistic knowledge and communicative performance is particularly perceptible among

Spanish-speaking EFL learners, who frequently make a great effort with fluency,

pronunciation, and confidence when engaging in spoken interaction in the EFL classrooms.

As a result, memorization and repetitive exercises in which accuracy is the primary

focus do not adequately prepare students for real-life communication; instead, effective

speaking instruction should provide interactive and meaningful learning experiences (Fu,

2021). This occurrence can be observed in both public and private institutions, where

traditional practices such as memorizing dialogues or repeating sentences are still commonly

used despite their limitations (Velez et al., 2023). For example, students may correctly repeat

a sentence like this, “I have visited Paris,” but struggle to use it in spontaneous

communication. In contrast, through the Shadowing Technique, learners are exposed to such

expressions in authentic contexts, including movies, interviews, podcasts, and recorded

conversations where speakers discuss personal experiences. Repeatedly listening to and

reproducing these utterances helps students understand how grammatical structures are used

in real communication, improving not only their pronunciation and fluency but also their

ability to retrieve and use language spontaneously during interactions.

Likewise, interactive activities such as role plays or pair work allow learners to express

their own ideas more successfully. In addition, effective speaking activities are centered on

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developing different components such as pronunciation, fluency, comprehension,

vocabulary, and grammar. Pronunciation is indispensable for developing and consolidating

expertise in the speaking skill in the case of non-native speakers. Through training, they have

a greater likelihood of improving their speaking proficiency (Taufik & Nasrullah, 2023).

Fluency refers to the ability to use a language smoothly, easily, and accurately, and the

development of fluency is an ongoing process that demands sustained dedication and

perseverance from both professors and learners (Nazarie & Beigzadeh, 2025). In the context

of English for specific purposes, comprehension is an essential skill that supports learners’

ability to process and apply specialized language accurately (Zoitova & Khalimova, 2024).

Alshumrani (2024) note that vocabulary knowledge comprises multiple interconnected

components that learners must acquire to achieve mastery in language use.

Finally, grammar in speaking proficiency functions as an organizing framework that

governs how words combine to convey meaning, and accurate grammatical use contributes

to more natural and confident spoken language. Accordingly, native speakers may not

consciously reflect on grammatical rules, they apply them intuitively in communication

(Khamrayeva, 2024). Providing this, English language professors need to employ teaching

techniques that promote both accuracy and fluency to enhance students’ speaking skills.

Shadowing technique

The shadowing is a language learning method that involves immediate repetition of spoken

input, initially used in psycholinguistic research to study speech processing (Chistovich &

Kozhevnikov, 1950s). In the early 2000s, ‘Shadowing’ was introduced and popularized by the

American linguist and polyglot Alexander Arguelles as a technique that consists of listening

to spoken language and repeating it immediately to improve fluency and pronunciation.

According to Rahayu et al. (2025), the Shadowing technique is an emerging approach that is

increasingly being adopted. It requires learners to listen to a model speaker and

simultaneously attempt to reproduce the speech in real time.

Shadowing enhances oral proficiency by strengthening learners’ ability to process and

reproduce language in meaningful chunks, a skill fundamental for fluency. Furthermore, it

allows learners to internalize linguistic structures, intonation patterns, discourse markers, and

the cultural pragmatics of authentic communication (Zafarova, 2023). Similarly, G’ulomov

(2025) highlights that Shadowing proves effectiveness as it activates various cognitive and

physical processes essential for language learning such as phonetic and prosodic training,

development of automaticity, cognitive processing speed, and the auditory feedback loop in

EFL contexts. To begin with, phonetic and prosodic training refers to learners’ ability to

perceive and reproduce the sounds, rhythm, stress, and intonation patterns of the target

language.

Furthermore, the development of automaticity involves the gradual ability to produce

language with less conscious effort, allowing learners to speak more fluently and naturally.

Similarly, cognitive processing speed relates to the learner’s capacity to quickly decode

spoken input and formulate a response during communication. Finally, the auditory feedback

loop enables learners to monitor their own speech by listening to their pronunciation and

adjusting it to approximate the model they hear. Arboleda et al. (2023) concludes that

Shadowing also improves listening comprehension and the replication of native-like rhythm

and enhances learners’ confidence and self-efficacy.

Several types of shadowing have been suggested. Firstly, Norman (1969) introduced

the shadowing technique into Phonemic shadowing and Phrase shadowing. Meanwhile,

Murphey (2001) classified shadowing into three categories complete, selective, and

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interactive. Shadowing technique can be categorized into four types: mumbling, synchronous

reading, prosody, and content shadowing (Kadota & Tamai, 2004). Kadota and Tamai (2004)

proposed a procedure for applying shadowing technique in seven steps: 1) learners first listen

to a passage to understand its overall meaning, 2) they then engage in mumbling one or two

times, softly shadowing the sounds while focusing on auditory perception rather than precise

pronunciation, 3) learners shadow aloud while reading the text of the passage (parallel

reading), 4) they silently review the written text to verify comprehension, 5) learners shadow

the passage three times, striving to keep up with the speaker’s pace, 6) they examine the text

for any sounds or meanings they missed during shadowing, and 7) in content shadowing,

learners focus on both shadowing and interpreting the meaning of the passage, prioritizing

comprehension over individual word pronunciation.

In conclusion, empirical evidence supports the efficacy of the shadowing technique as

an innovative and evidence-based pedagogical approach in EFL contexts. For instance, a

quasi-experimental study with 39 learners reported statistically significant improvements in

pronunciation and oral performance after a 10-week intervention (Rivadeneira et al., 2025).

Similarly, systematic reviews have shown that shadowing enhances fluency by reducing

pauses, improves comprehensibility and prosody, and fosters confidence and communicative

competence, particularly when applied over extended periods of instruction (Macias &

Álvarez, 2025).

RESEARCH APPROACH

The present study adopted a quantitative research approach, as numerical data were collected

and statistically analyzed to determine the effect of the Shadowing Technique on the

development of EFL students’ speaking skills. Consequently, this approach provided

objective evidence of participants’ performance and enabled the comparison of their speaking

proficiency before and after the instructional intervention.

Furthermore, the study followed a pre-experimental one-group pre-test–post-test

design. Initially, participants completed a pre-test to determine their baseline level of speaking

proficiency. Subsequently, they participated in ten instructional sessions based on the

Shadowing Technique, implemented through a teaching manual developed by the

researchers. Finally, a post-test was administered to assess the changes in participants’

speaking performance after the intervention.

Regarding its research modality, the present study is explanatory in nature, as it seeks

to determine the effect of the Shadowing Technique on the development of EFL students’

speaking skills. By implementing an instructional intervention and comparing participants’

performance before and after its application, the study aims to explain the causal relationship

between the independent variable (Shadowing Technique) and the dependent variable

(speaking skills).

PARTICIPANTS

The participants were first bachelor’s level from a private institution located in Ambato,

Tungurahua Province. A total of thirty-four students, comprising 22 males 12 female students,

aged between 14-16 years old. The group was selected based on applying a simple random

sampling technique, ensuring that all five groups have an equal probability of being selected.

This procedure enhanced the representativeness of the sample and minimized selection bias.

Even though the students received six hours of English classes per week, the opportunities

for speaking practice had been limited.

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Despite the fact that these youngsters had regular English instruction, most classroom

activities focused mainly on grammar and writing rather than oral communication. As a

result, students had minimal opportunities to practice speaking and develop fluency, which

showed a clear need for improvement in this skill. Therefore, the implementation of the

Shadowing Technique was considered a suitable strategy to improve these participants’ oral

performance.

INSTRUMENTS

This study implemented multiple instruments for data collection. The primary instrument

consisted of a two-part structured speaking assessment aimed at measuring students’

speaking skills. During the first phase, each student completed the task individually, whereas

in the second phase, they were required to perform a conversation in pairs. Both phases were

audio-recorded for subsequent analysis. The second instrument involved an adapted

evaluation rubric developed by Brown (2004) with over 25 points which was employed to

assess students’ performance across relevant criteria, including fluency, accuracy in

pronunciation, grammar, comprehension and interaction skills. Finally, observational

techniques and field notes were employed to systematically capture students’ levels of

engagement and participation during the shadowing sessions.

PROCEDURE RESEARCH

The study was conducted over ten sessions, each lasting 120 minutes, and was structured into

three main stages. In the initial stage, a speaking assessment was administered to establish

students’ baseline level of speaking proficiency. It was followed by the intervention stage,

participants engaged in activities based on the shadowing technique during this stage.

Throughout the ten sessions, students were exposed to short video samples produced by

native speakers and learners were required to reproduce the speech simultaneously, both

individually and in random pairs. The activities were implemented following the seven-step

procedure proposed by Kadota and Tamai (2004). These steps are focused on accurately

replicating fluency, pronunciation, and interactional features. In the final stage, a post-test

was distributed using a comparable speaking task with the aim of evaluating any

improvements achieved as a result of the shadowing intervention.

RESULTS

The findings of this study were derived from a correlation of students’ pre-test and post-test

performances across five key components: fluency, pronunciation, grammar, comprehension,

and interaction, following instruction through the shadowing technique. The speaking

assessment was conducted both individually and in pairs, and students’ performance was

evaluated using an adapted rubric designed to measure these specific aspects.

Table 1

The score of the Pre-Test

N. Group

N. Student

Student 1

Student 2

Student 3

Student 4

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Table 1 illustrates the results of the pre-test administered to 34 first-year Baccalaureate

students, in which five key dimensions of speaking performance were assessed: fluency (F),

pronunciation (P), grammar (G), comprehension (C), and interaction (I). The total score (T)

showcased to the cumulative sum of these components. Overall, the data suggest that students

exhibited a moderate level of proficiency, given that a considerable number of scores are

positioned above the midpoint of the scale. Nevertheless, a closer examination reveals a

notable variability across the different criteria; while some learners performed relatively well

in certain areas, others showed limitations in specific aspects of oral production.

Consequently, although the general performance cannot be considered low, it still reflects an

uneven development of speaking skills. Therefore, prior to the implementation of the

shadowing technique, students had not yet attained a consistent or fully integrated command

of the evaluated competencies.

Student 5

Student 6

Student 7

Student 8

Student 9

Student 10

Student 11

Student 12

Student 13

Student 14

Student 15

Student 16

Student 17

Student 18

G10

Student 19

Student 20

G11

Student 21

Student 22

G12

Student 23

Student 24

G13

Student 25

Student 26

G14

Student 27

Student 28

G15

Student 29

Student 30

G16

Student 31

Student 32

G17

Student 33

Student 34

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Table 2

The score of the Post-Test

Source: Josue Ortiz (2026)

Table 2 shows the results of the post-test administered to the same group of 34 first-year

Baccalaureate students after the implementation of the shadowing technique. As in the pre-

test, five core dimensions of speaking performance were assessed: fluency (F), pronunciation

N. Group

N. Student

Student 1

Student 2

Student 3

Student 4

Student 5

Student 6

Student 7

Student 8

Student 9

Student 10

Student 11

Student 12

Student 13

Student 14

Student 15

Student 16

Student 17

Student 18

G10

Student 19

Student 20

G11

Student 21

Student 22

G12

Student 23

Student 24

G13

Student 25

Student 26

G14

Student 27

Student 28

G15

Student 29

Student 30

G16

Student 31

Student 32

G17

Student 33

Student 34

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(P), grammar (G), comprehension (C), and interaction (I), with the total score (T) representing

the aggregate of these components.

In contrast to the initial assessment, the post-test results reveal an observable

improvement in overall performance. A significant proportion of students achieved higher

scores, many of which are situated near the upper limit of the scale. Furthermore, the

distribution of results appears more consistent across the evaluated criteria, suggesting a more

balanced development of speaking skills.

Additionally, the data indicate that learners not only enhanced their individual sub-

skills but also demonstrated greater integration of these competencies during oral production.

Consequently, these outcomes suggest that the application of the shadowing technique

positively influenced the advancement of students’ speaking proficiency, fostering both

accuracy and fluency in a more cohesive manner.

Figure 1

Pre-test and Post-test Mean

Source: Josue Ortiz (2026)

Figure 1 illustrates the comparison between the pre-test and post-test mean scores across the

five speaking criteria assessed during the study: fluency, pronunciation, grammar,

comprehension, and interaction. Thus, the results demonstrate a noticeable improvement in

students’ oral performance after the implementation of the shadowing technique.

First, fluency, the mean score increased from 3.06 in the pre-test to 3.82 in the post-test.

Hence, this improvement suggests that students developed greater confidence and continuity

while speaking, reducing pauses and hesitation during oral production. Likewise,

pronunciation showed a considerable rise from 2.74 to 3.85, indicating that repeated exposure

to authentic language models through shadowing positively influenced learners’ articulation,

intonation, and phonological accuracy. Similarly, grammar scores improved from 2.76 in the

pre-test to 3.82 in the post-test.

Consequently, this progression reveals that students were able to produce more

grammatically accurate utterances after the intervention. Although grammar was not the

primary focus of the technique, continuous oral repetition and imitation appear to have

reinforced learners’ internalization of grammatical structures in meaningful contexts.

Accordingly, a particularly significant improvement was observed in comprehension, which

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increased from 2.12 to 3.88. This criterion presented the lowest initial mean score; however,

after the treatment, students demonstrated a substantially better ability to understand spoken

input and respond appropriately during communicative tasks.

Such findings underscore that shadowing contributed not only to productive skills but

also to listening comprehension and real-time language processing. Finally, interaction

obtained the highest post-test mean, rising from 3.68 to 4.15. This result indicates that students

became more capable of maintaining communicative exchanges, responding spontaneously,

and participating actively in oral interactions. In addition, the interactive nature of the

shadowing activities may have fostered greater engagement and communicative competence

among participants.

Overall, the comparison between pre-test and post-test results provides strong

evidence that the application of the shadowing technique had a positive effect on the

development of speaking skills in EFL students and the consistent increase across all assessed

criteria confirms that the strategy enhanced multiple dimensions of oral communication,

particularly comprehension, pronunciation, and interaction.

Figure 2

Pre-test and Post-test Mean

Source: Josue Ortiz (2026)

Table 3

Paired Sample Statistics

Mean

Std.

Deviation

Std.

Error

mean

95% Confidence

interval of the

Difference

Sig (-2

tailed)

Pair

Pretest -

Posttest

-4,647

1,668

,286

Lower

Upper

-16,249

,000

-5,229

-4,065

Source: Josue Ortiz (2026)

14,29

3,416

0,586

18,94

4,824

0,827

Mean N Std. Deviation Std. Error Mean

Paired T-test

Pair 1 Pretest Pair 1 Posttest

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DISCUSSION

Based on the statistical analysis presented in the paired samples figure and tables, it can be

inferred that there is a substantial improvement in students’ speaking performance after the

implementation of the shadowing technique. The mean score for the pre-test was 14,29,

meanwhile 18,94 in the post-test, having a a result in a mean difference of -4,647. The t-value

of -16,249 with 33 degrees of freedom demonstrated better results after the intervention after

applying the treatment. Furthermore, the significance value (Sig. 2-tailed) is below 0.05,

confirming that the improvement is statistically meaningful rather than a product of chance.

The effectiveness of the shadowing technique lies primarily in its capacity to promote

immediate and synchronized language processing. By requiring learners to listen and

reproduce speech almost simultaneously, this approach reduces the time available for

translation or overthinking, thereby encouraging more automatic and fluent language

production. Consequently, students are pushed to internalize sound patterns, stress, and

intonation more naturally, which leads to measurable improvements in pronunciation and

overall fluency.

According to Amila (2023) shadowing is effective because it integrates both receptive

and productive skills in a single activity. As learners actively engage with authentic spoken

input, they develop sharper listening discrimination while simultaneously refining their

speaking output. Similarly, Muman and Hendra (2025) asserts that dual engagement in

shadowing accelerates the development of oral proficiency, as students are consistently

exposed to correct language models and are required to imitate them in real time. Over time,

this repeated practice enhances learners’ confidence, reduces hesitation, and fosters a more

natural flow of communication, making it a highly effective technique for improving speaking

skills in EFL contexts.

Therefore, the statistically meaningful results obtained in this study provide strong

evidence for the effectiveness of the shadowing technique in enhancing the speaking abilities

of EFL learners. These findings highlight its value as a meaningful instructional strategy that

can be integrated into classroom practice to strengthen students’ communicative competence,

particularly by fostering greater fluency, more precise pronunciation, improved grammatical

accuracy, appropriate intonation, and more effective interaction.

CONCLUSIONS

The findings of this study provide empirical evidence that the implementation of the

shadowing technique had a categorical impact on the development of speaking skills among

first bachelorette level students. The pre-test results indicated that students initially exhibited

a moderate level of oral proficiency across the five assessed components: fluency,

pronunciation, grammar, comprehension, and interaction, thus confirming the need for

targeted pedagogical intervention. Besides, the structured application of the shadowing

technique enabled learners to engage in repeated exposure to authentic spoken input while

simultaneously reproducing it. This process promoted active listening and immediate

production, which contributed to the refinement of key aspects of oral performance.

Additionally, the integration of both individual and pair-based tasks facilitated not

only autonomous practice but also collaborative interaction, thereby enhancing students’

communicative engagement. Moreover, the comparison between pre-test and post-test results

revealed a measurable improvement in students’ overall speaking performance. The increase

in scores across all five components suggests that participants were able to develop greater

fluency, improve pronunciation accuracy, and demonstrate enhanced grammatical control,

comprehension, and interactional ability. These results support the effectiveness of the

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shadowing technique as a pedagogical tool for fostering oral language development in EFL

contexts. In conclusion, the study underscores the value of incorporating shadowing into

English language instruction, as it stocks learners with meaningful opportunities to

internalize the phonological and rhythmic features of the target language.

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