The Impact of Shadowing Technique on EFL University Students' Speaking Fluency and Pronunciation Accuracy: An Empirical Study
Keywords:
Shadowing Technique, EFL Learners, Speaking Fluency, Pronunciation, Confidence, Language DevelopmentAbstract
Speaking fluency remains one of the most challenging skills for English as a Foreign Language (EFL) learners due to real-time cognitive processing demands, speech hesitation, and pronunciation barriers. This empirical study investigates the pedagogical impact of the shadowing technique on enhancing oral fluency, pronunciation accuracy, and speaking confidence among undergraduate university students. Utilizing a convergent mixed-methods research design, quantitative data were gathered from 30 third-semester undergraduate English majors enrolled in the "Listening and Speaking 3" course at the Faculty of Languages and Translation, Misurata University. The intervention exposed students to structured shadowing tasks incorporating authentic audio-visual models. Assessment instruments included a structured 5-point Likert-scale questionnaire measuring core constructs of oral development and qualitative open-ended responses evaluating cognitive and behavioral shifts. Descriptive and inferential statistical analyses—including Pearson correlation analysis—demonstrate a statistically significant positive relationship between shadowing practice and enhanced oral performance (r = .426, p = .019). Quantitative findings indicate high self-reported gains in pronunciation accuracy (96.7% agreement) and speech fluidity (83.4% agreement). Qualitative thematic analysis further reveals that repetitive auditory-motor tracking significantly reduced speech anxiety, enhanced phonemic rhythm internalization, and fostered self-monitoring competencies. The study concludes with pedagogical implications for integrating shadowing into L2 instructional frameworks and offers recommendations for future experimental research.
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