The effect of applying the Shadowing technique on the development of speaking in efl students
DOI:
https://doi.org/10.53877/pbryy863Keywords:
shadowing technique, speaking skills, oral proficiency, fluency, pronunciationAbstract
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.
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