INTRODUCTION
Rationale for the study
Shadowing is a highly effective technique for improving your tone, accent, and pronunciation while learning a foreign language This method involves listening to a sample audio or video featuring a native speaker and repeating their words almost simultaneously Unlike traditional listening and repeating techniques, shadowing requires you to imitate the speaker's sentence structure, emphasis, and pacing without pausing, allowing for a more natural and immersive learning experience.
Shadowing, as described by Clare Maas (2017), is a language learning technique where learners attempt to speak simultaneously with an audio text, similar to singing along to a song, often with a transcription available This method emphasizes the imitation of sounds rather than the comprehension of words, making meaning secondary Shadowing is believed to enhance pronunciation and listening skills and has gained popularity in Asia.
Shadowing, characterized by imitation, is particularly relevant to the Vietnamese education system, which emphasizes rote learning Despite its significance, there is a lack of research on the application of this technique in classrooms across Vietnam Few studies explore how learners utilize fixed phrases encountered in reading comprehension for speaking and writing activities, focusing on the transition from input to output in meaning-focused communication (Hoang & Boers, 2016).
Therefore, I chose the subject as my graduation thesis: “A survey on the use of shadowing in learning English adopted by K64 English major at VNUA.”
Aims and objectives of the study
1.2.1 The aim of the study
The aim of the study is to investigate the use of shadowing on the process of English learning and teaching
To study on the use of shadowing in learning English adopted by K64 English majors at VNUA
Suggest solutions to improve English learning and teaching at VNUA.
Research questions
What is current situation of the use of shadowing technique to improve learning English among English majors at VNUA?
What suggestions should be given to develop English skills of second-years English majors?
Scope of the study
Studying on the use shadowing of English majors students, faculty of Education and Foreign Language, Vietnam National University of Agriculture The study begins on 01/03/2021 and finish on 30/06/2021.
Significance of the study
The study reveals valuable insights into the effectiveness of shadowing techniques for second-year English majors in enhancing their language learning Additionally, it offers practical solutions to improve their skills and effectively apply these methods in acquiring a second language.
Design of the study
PART 1 - INTRODUCTION presents the rationale of the study, aims and objectives of the study, research questions, the scope as well as the significance of the study
PART 2 - DEVELOPMENT is divided into 3 chapters:
Chapter 1 - LITERATURE REVIEW – provides theoretical background for the study including definition of listening, types of listening, factors affecting English listening skills, suggested in-class activities, and listening activities outside the classroom
Chapter 2 – METHODOLOGY describes the methodology used in the research including the research methods, research setting/ context, data collection, and data analysis
Chapter 3 - FINDINGS AND DISCUSSIONS - reports and discusses the findings of the study
PART 3 - CONCLUSION summarizes the main issues that have been addressed in the study, points out the limitations, draws pedagogical implications concerning the research topic and recommends several listening activities to English-majored students at VNUA.
LITERATURE REVIEW
Review of previous studies
Shadowing is a widely recognized technique among English learners globally, yet research on its effectiveness remains limited However, through diligent effort, I have discovered some studies that shed light on this method.
Shadowing is a valuable technique for enhancing second language acquisition, particularly in improving listening and speaking skills Research by Hamada (2015) highlights that shadowing boosts learners' perception of phonemes, which significantly enhances their listening comprehension, especially for low-level learners Additionally, studies indicate that shadowing can effectively develop speaking skills (Hamada, 2011, 2016; Shiki et al., 2010; Tamai, 1997) A study by Kun-Ting Hsieh, Da-Hui Dong, and Li-Yi Wang (2013) reveals that current English pronunciation instruction often focuses on isolated words or sentences, neglecting the crucial aspect of intonation This gap underscores the need for empirical research on second language intonation pedagogy Their exploratory study investigates the use of shadowing in interpretation practice to aid students in learning English intonation The results, analyzed using an SPSS Independent Sample T-test, show significant improvements in intonation, fluency, word pronunciation, and overall pronunciation between the control and experimental groups The study concludes by discussing the implications of interpretive skills in intonation training and suggests directions for future research.
In Vietnam, there is a lack of research on the classroom application of the shadowing technique A study by Nguyen Thi Huyen, Nguyen Thi Minh Thao, Tran Thi Dung, and Nguyen Tam Trang (2020) highlights the connection between the shadowing method and its application in translation The authors propose that shadowing could serve as a new learning strategy aimed at enhancing Vietnamese-English interpreting skills, particularly in improving fluency.
Review of theoretical background
Shadowing is defined by Lambert (1992) as a paced auditory tracking task that requires immediate vocalization of presented stimuli through word-for-word repetition in the same language However, Hamada (2011) critiques this definition, asserting that it overlooks the cognitive processes involved in shadowing He emphasizes that shadowing should be viewed as an "active and highly cognitive activity," highlighting its complexity beyond mere aural repetition.
140) Or in the simplest way Hamada explains “shadowing is to repeat what one hears simultaneously as accurately as possible.”
Shadowing, as defined by Tamai (2005), involves learners attentively listening to speech and accurately repeating it, emphasizing the significance of active auditory engagement in language acquisition This practice is particularly beneficial in language lessons, as it fosters active participation rather than mere imitation However, the cognitive demands and repetitive aspects of shadowing may present challenges for learners.
Tim Murphey (2001) demonstrates that shadowing can be implemented in various forms The three sample passages presented are excerpts from longer texts, intended to familiarize readers with the distinct types of shadowing he categorizes as complete, selective, and interactive.
First of all, complete shadowing in conversation refers to listeners shadowing everything speakers say For example:
Terri: Boston is in America, in the north east part of America
Aki: Boston is in America in the north east part of America
Selective shadowing refers to listeners selecting only certain words and phrases to shadow, such as in the following:
Terri: I’ d like to tell you about two places The first one is Boston
Terri: Do you know where the Boston is? Boston is in the north east north east
Guerrero & Commander (2013) introduced shadowing based on Murphy's
Conversational reading theory, introduced in 2001, is a teaching technique that emphasizes the repetition of words or phrases by the learner This method involves a shadowing process consisting of three steps: complete reading, selective reading, and summarizing the text Complete reading encompasses reading aloud, reading silently, and engaging with the text This approach is further detailed in Table 1.
Table1 The shadowing process is based on Murphy's conversational reading theory
Step 1 Read in complete Read out loud
Interactive shadowing, particularly through selective shadowing, enhances conversations by incorporating questions and comments from the listener, fostering a more natural dialogue and demonstrating greater listener engagement For instance, in a conversation, one might hear Eriko say, "They um? they ah he is a member of the basketball club Yes."
Wanda: ah really basketball club
Eriko: basketball club So he is tired in home yes so in home at home Wanda: aha okay oh, really at home aha
Eriko: ah, yeah there is no sound yes it’ s quiet, so
Wanda: oh, really! it’s very quiet?
The conversational shadowing techniques discussed in this paper emerged organically from the data rather than from predefined categories It is beneficial to consider three continuums for defining shadowing: the spectrum from quiet to vocal, the range from total to selective engagement, and the level of involvement The optimal shadowing approach on each continuum will depend on the specific context, the interaction partner, and the intended objectives.
Continuums of shadowing silent - out loud complete - selective non-interactive - interactive
Since the mid-1960s, shadowing has been utilized to evaluate students' competency, referred to as 'elicited imitation' (Bley-Vroman and Chaudron, 1994; Ferguson, 1982; Harris, 1970; Matsunaga, 1990; Munnich et al., 1994) This method often requires students to repeat increasingly complex phrases, and their success in this task has been shown to correlate strongly with performance on more challenging exams, making it a credible indicator of overall proficiency (Bley-Vroman and Chaudron, 1994: 247).
C Similar technique to shadowing a Repition:
Firstly,shadowing has been critiqued as one of the strategies of audio- lingual pattern practice since it is frequently connected with rote-repetition Below are some examples of each:
CD: Akita is locatedin the Tohoku region.It is famous for rice
Ls:Akita is locatedin the Tohoku region.It is famous
CD: Akita is locatedin the Tohoku region.It is
Ls:Akita is locatedin the Tohoku
Learners engage in shadowing and repetition without looking at the script, differing mainly in the time lag between hearing and reproducing sounds In shadowing, learners aim to repeat sounds almost immediately, resulting in minimal time lag, while repetition involves a noticeable delay This distinction categorizes shadowing as an on-line activity and repetition as an off-line one (Shiki, Mori, Kadota, and Yoshida, 2010) During shadowing, learners concentrate on incoming sounds, whereas repetition requires attention to additional factors like grammatical analysis and comprehension Consequently, while repetition serves multiple purposes, its varied applications can create confusion regarding its primary objective.
Shadowing and mirroring both require students to closely resemble a target model, but they differ significantly in their approach Shadowing involves simultaneous focus on sounds, emphasizing listening skills, while mirroring encompasses a broader range of elements, including intonation, pronunciation, gestures, and pauses, without the need for simultaneity Shadowing is primarily an online activity, concentrating solely on auditory input, whereas mirroring incorporates various activities to enhance speaking abilities Although these techniques may share a common origin, their applications are distinct, with shadowing mainly serving as a tool for listening training and mirroring focusing on speaking training.
EI serves a distinct purpose compared to the previously mentioned methods (Vinther, 2002) Initially utilized to assess L2 proficiency in L1 studies, EI has since been applied in second language research In one variation of EI, the examinee is required to accurately repeat the heard stimulus, while in another variation, the examinee must repeat the heard phrase, intentionally including grammatical errors.
Why can’t a baby write letters?
(The examinee was supposed to repeat the stimulus exactly but could not.) STIMULUS SENTENCE
I should apologize to my mum yesterday
I should have apologized to my mum yesterday
(The examinee successfully corrected the error in the target grammatical structureand repeated.)
EI differs from shadowing in three key ways Firstly, EI is an off-line process where learners generate phrases after receiving complete stimulation, while shadowing requires simultaneous replication of heard content Secondly, EI emphasizes meaning, necessitating tasks that focus on comprehension, whereas shadowing concentrates solely on phonological aspects Lastly, their purposes are distinct: shadowing is designed to enhance listening skills, whereas EI assesses implicit language understanding.
Baddeley's (2007) working memory model is essential for understanding shadowing mechanics, comprising the phonological loop for sound-related information, the visuo-spatial sketchpad for visual data, and the episodic buffer for experiential data The central executive oversees the information processing by integrating and monitoring these components, allocating appropriate workloads, switching between processes, and restoring capacity within each system.
The phonological loop consists of two components: the phonological short-term store, which temporarily holds phonological information, and the articulatory rehearsal, which actively rehearses this information It processes incoming data by retaining phonological details for approximately two seconds in the short-term store before repeating them through subvocal rehearsal (Kadota, 2007).
Kadota and Tamai (2004) explain that rehearsal in the phonological loop plays a crucial role in memory Shadowing involves the explicit rehearsal of heard information, which usually occurs implicitly through subvocal rehearsal in working memory.
Since its inception, shadowing has been enhanced by numerous academics and English teachers to improve language teaching and learning Research by Hamada (2012), Kato (2009), and Oki (2012) has shown that shadowing effectively boosts listening comprehension, speaking competence, and memory skills Additionally, Kadota and Tamai (2004) outlined a common shadowing technique that consists of six phases.
Table 2 Shadowing Procedure of Katoda and Tamai (2004)
1 Listening Listening to the audio without script
2 Mumbling Shadowing without the script
Heard sound rather than pronunciation
4 Prosody shadowing Shadowing with the script
Prosodic features (stress, rhythm, intonation, speed, and pause)
6 Content shadowing Shadowing without the script
METHODOLOGY
Research method
This article examines the theoretical and practical research on the shadowing technique used by researchers, focusing on its application and impact It aims to develop conceptual tools and theoretical frameworks for the study titled “A survey on the use of shadowing in learning English adopted by 2nd year English Majors at Vietnam National University of Agriculture.” Through analysis, synthesis, and comparison of results, the research highlights the significance of shadowing in enhancing English language learning among students.
Research setting/context
This study is conducted in the second semester of the 2020-2021 school year, from March to May 2021 at the Faculty of Education and Foreign
Languages at Vietnam National University of Agriculture The participants are
100 2nd year English-majored students at VNUA Pick any 100 students from course 64 and during the semester they all study phonentics.
Data collection
Theoretical research methods involve the analysis, synthesis, comparison, and generalization of both theoretical and practical findings related to shadowing This process aims to extract key concepts and establish a theoretical framework for the research topic.
The investigation aimed to assess the use of the shadowing technique among 100 second-year English major students A semi-structured personal questionnaire was designed and distributed to gather insights on the application of shadowing methods, as well as students' preferences and challenges encountered while using this technique.
The research questionnaire will be created on google form and linked to the paticipants instead of paper distribution directly due to the impact of the Covid-
19 The questions are built in English and translated into Vietnamese for answering easily, then report back in English The collected data will be processed on the Excel2010 softwarre for analysis.
Data analysis
Process the survey results by qualitative and quantitative methods to evaluate different aspects of the research content Using Excel 2010 software to analyze quantitative data according to descriptive statistics.
Summary
The research takes place at Vietnam National University of Agriculture, it lasts 4 months from 01/03/2021 to 01/07/2021
100 paticipants from course 64 and during the semester they all study phonentics The questionare are semi-structured and based on the thereotical backgroud,
We used Excel 2010 software to analyze data which were collected from the questionnaires.
FINDINGS AND DISCUSSION
Current situation of the use of shadowing technique to improve learning
3.1 Current situation of the use of shadowing technique to improve learning English
Chart 1 2nd year English major student’s English level
A survey evaluating students' English proficiency based on the Common European Framework of Reference (CEFR) reveals that most students self-assess their levels at B1 and B2 Specifically, 43% of students report achieving a B2 level, while 28% assess themselves at B1 Notably, there is also a small percentage of students reaching higher levels.
In A1, 9% of students achieved proficiency, while in A2, this figure remained consistent Conversely, only 7% to 11% of students in C1 and C2 reached this level Although these findings are not central to the research, they provide valuable insights into the potential relationship between English proficiency and students' perceptions of shadowing.
Chart 2 2nd year English major students’ perception on shadowing activities
A survey revealed that 15% of students were unfamiliar with the shadowing technique, while 25% claimed to know it well; however, most only had a limited understanding Notably, students in groups A1 and A2 reported having never heard of this activity.
Chart 3 2nd year English major students’ perception on shadowing definition
According to the theoretical framework of Guerrero & Commander
Shadowing is an activity that involves reading along with another person, which includes listening to them read a text, then reading silently, and finally reading aloud to match their speed and pronunciation A study revealed that only 40% of participants correctly defined shadowing, while 60% provided alternative answers Among these, 5% mistakenly believed it meant reading in the dark, 18% thought it involved reading after someone, and 37% simply described it as repeating someone’s sound.
Chart 4 2nd year English major students’ perception on shadowing effective
The results indicate that students recognize the effectiveness of the shadowing technique in language learning Among 100 surveyed students, 36% believe it can be applied to all skills, while 37% associate it specifically with speaking, 16% with listening, 9% with reading, and 2% with writing Notably, shadowing is a versatile technique applicable across various English lessons, including reading, listening, writing, and speaking Previous research has primarily focused on the implementation and effectiveness of shadowing, with no studies confirming its limitation to specific skills or class time.
Table 3 Essentials use in shadowing Essentials use in shadowing
Just look at a reading in order to read 12
Need to see a reading and a sample reader 24
Need to see a reading and a sample reader according to a process 52
No need to look at the text, just a sample reader 12
The survey results indicate that students have a strong understanding of the essential components of the shadowing activity According to Table 1, 52% of students believe that it is necessary to view both a reading and a sample reader, while 24% agree that seeing these elements is important Additionally, 12% think that only looking at the reading is sufficient, and another 12% feel that they do not need to refer to the text, relying solely on the sample reader Overall, the findings demonstrate that the majority of students are well aware of what is required for effective shadowing in their English learning process.
The condition in using shadowing activity of student in learning English
Chart 5 2nd year English major students' shadowing activity frequency
The chart illustrates the frequency of students engaging in shadowing activities, revealing that participation remains low Specifically, 54% of students reported doing shadowing sometimes, while 22% indicated they do it regularly Both the "always" and "never" categories received equal responses, each accounting for 12%, marking them as the least common frequencies reported.
Many students show a lack of interest in engaging with certain activities in their English learning process It's also possible that while they are utilizing effective methods, they may not be aware of their specific names For instance, when students listen to music and sing along with the lyrics, they are actually practicing a technique known as shadowing.
Chart 6 Shadowing activities in self-study of 2 nd year English major students' reading skills
A recent chart reveals that only 18% of students prefer reading passages aloud, while 26% opt for silent reading Notably, 44% of students utilize CDs to practice pronunciation, and just 12% read to answer questions These findings indicate a strong emphasis on correct pronunciation among students, making shadowing activities particularly beneficial With the rapid advancement of media, students can enhance their English skills anytime, especially through platforms like Facebook and TikTok, where many believe that a simple web search can yield duet and shadowing practice videos.
Chart 7 2nd year English major students' conversation practice habits
Students' conversation practice habits reveal that 29% prefer practicing with classmates, while 44% opt to listen to dialogues and practice along Practicing with peers fosters a familiar context, enhancing memory retention for solo practice Consequently, students can achieve high results even when practicing alone Imitating dialogues is noted as an effective method for improvement, recognized by both students and others Additionally, 23% of students practice alone to avoid disturbing others or to concentrate better, while only 9% choose to rewrite dialogues multiple times, a method that aids memory but can lead to boredom.
Chart 8 Shadowing activities in self-study of 2 nd year English major students' listening skills
Many students prefer to directly engage with listening texts and complete exercises, yet a significant number express a desire to understand answers or find materials unsuitable for their level, particularly among those at lower proficiency Only 22% of students follow all steps in the listening learning method, while 33% opt to listen to CDs and perform accompanying comprehension exercises, often checking answers against the lyrics multiple times This indicates that students typically revisit listening tasks solely to verify their answers, rather than to enhance their fluency or engage in regular practice In contrast, those who complete all steps are more likely to develop their listening skills effectively.
Listening to CDs and completing the associated comprehension exercises is a popular method for students to practice at home This approach is straightforward and effective, particularly for those who are reviewing material rather than aiming for advanced listening skills.
Table 4 Difficulties in using shadowing Difficulty in using shadowing Ratio (%)
Do not have supporting devices (computers, CDs, speakers, etc.)
Personally do not want to do this activity
11% Cannot do activity because it affects roommates
- Feel sleepy when do this activity
Students face several challenges when engaging in shadowing activities for self-study at home The primary difficulties include a lack of supporting devices, such as computers or speakers (36%), time constraints due to part-time work or heavy academic loads (24%), and concerns about disturbing roommates (24%) Additionally, some students express a personal reluctance to participate in this method (11%), while others find it hard or feel sleepy during the activity (5%) The absence of necessary equipment, such as CDs or adequate sound systems, hampers their ability to practice effectively As students progress in their studies, many take on part-time jobs to support themselves or develop skills, leaving little time for shadowing Furthermore, living in shared accommodations limits their ability to practice speaking aloud, as they often lack a private space for effective self-study, which is crucial for improving pronunciation and intonation.
Summary
The study indicates that second-year English majors have a moderate understanding of the shadowing technique for improving their English skills, recognizing its definition, benefits, and application However, the technique is not widely practiced, with most students using it only occasionally and lacking knowledge of its precise steps, which limits its effectiveness While some students are aware of the method, they struggle to implement it effectively due to time constraints and concerns about disturbing their roommates Therefore, creating a suitable study environment and managing their schedules effectively are crucial for enhancing their learning experience.
To enhance the English skills of second-year English majors, it is essential for students to understand the benefits of shadowing as a versatile learning method applicable to various English skills Students should create a structured study schedule, as many face time constraints due to multiple subjects or part-time jobs Shadowing requires only 5 to 10 minutes of practice, which can be gradually increased based on individual adaptability, and should not exceed 30 minutes daily to prevent boredom from repetition This approach allows part-time workers to utilize breaks for practice and enables students with heavy course loads to dedicate just 15 to 30 minutes for effective English learning Furthermore, with the advancement of technology, students can easily engage in shadowing using smartphones and access resources on social media platforms like YouTube or TikTok, making the activity more accessible than ever.
CONCLUSION
Recapitulation
Shadowing is an active and cognitive technique that offers numerous benefits for second language learners This method can be applied across all language skills, enhancing learners' sensitivity to the nuances of the language.
The research involved surveying 100 second-year English major students from course 64 using a questionnaire.
The research addresses the challenges faced by English major students at Vietnam National University of Agriculture in applying the shadowing technique By systematically investigating both theoretical and practical aspects, the study identifies effective measures to enhance students' understanding of the benefits and nature of this technique This comprehensive analysis provides a solid foundation for improving the perception and application of shadowing among students.
Concluding remarks
It is required that this section provides conclusions on the objectives set forth in the Introduction part of the thesis
- Concluding remarks on objective 1 (research question 1)
+ Objective 1 restored: What is current situation of the use of shadowing technique to improve learning English among English majors at VNUA?
The study indicates that second-year English majors have a moderate understanding of the shadowing technique for enhancing their English learning While students possess some knowledge of this method, their comprehension of its application is not fully accurate Most students are aware of the definition, benefits, and execution of shadowing in their language studies.
The use of shadowing in English learning among second-year students is still not widely adopted While some students occasionally engage in this practice, many are unaware of the precise steps needed for effective implementation, resulting in limited benefits Although a number of students recognize the potential of shadowing for enhancing their English skills, they struggle with its application Key challenges include time constraints and concerns about disturbing their roommates during practice.
- Concluding remarks on objective 2 (research question 2)
+ Objective 2 restored: What suggestions should be given to develop English skills of 2 nd year students English majors?
Research on the current use of shadowing in English learning reveals that while many students are familiar with effective methods, a significant number still struggle with its application To address these challenges, we can propose targeted solutions.
Students should explore the shadowing technique to understand its advantages in daily English learning Shadowing is recognized as an effective method for second language acquisition, as it stimulates memory through simultaneous hearing and speaking, which enhances bottom-up language processing (Kadota, 2007, 2012) Research indicates that shadowing surpasses traditional repetition strategies in improving pronunciation performance, highlighting its benefits that remain underutilized in language education.
A preliminary study on the application of the Shadowing technique to English intonation instruction (2013) reveals that this method enhances all English learning skills Additionally, Shadowing promotes better memory retention due to its demand for high concentration, making it particularly effective in environments that emphasize rote learning, such as in Vietnam.
To effectively manage their time, students should create a specific study timetable, especially when balancing multiple subjects or part-time work Shadowing, a technique that involves short practice sessions of 5 to 10 minutes, can be gradually extended based on individual adaptability However, to prevent boredom from repetition, it is recommended that learners limit their shadowing practice to a maximum of 30 minutes per day This approach allows part-time workers to utilize breaks for practice, while students with heavy course loads can dedicate just 15 to 30 minutes to enhance their English skills Consequently, the challenge of finding time for language practice can be easily overcome with the shadowing method.
With the rapid advancement of technology, students no longer need to rely on computers or CDs for their learning activities; instead, they can utilize smartphones to access educational content Social media platforms like YouTube and TikTok have become popular tools for this purpose Research indicates that students increasingly prefer these platforms, as they facilitate easier access to a wider range of learning materials Many students have reported that using social networks enhances their study experience.
To prevent boredom during shadowing practice, it's essential to select content that you enjoy, such as clips from your favorite TV shows, movies, news segments, or conversations with native speakers Many learners prefer everyday videos and audios over academic material because they feature a more natural tone, making the imitation process engaging and practical for speaking English like a native.
3 Limitation of the current research
There were some limitations in this study:
The thesis was conducted at Vietnam National University of Agriculture over a four-month period from March 1, 2021, to July 1, 2021 However, it was limited in scope, as it did not include long-term studies or involve other students at the university This research was completed during a challenging time when the COVID-19 pandemic was rapidly spreading, adding to the stress of the situation.
There are not many references and previous studies on shadowing because research on this method has not received much attention
4 Recommendations/Suggestions for further study
The questionnaire explores the application of shadowing as a technique in English language learning This method is beneficial for developing all language skills and can also be utilized by learners of other languages.
This thesis can be further explored over an extended period and across a wider range of research topics to draw conclusions about the English learning methods utilized by students throughout their academic journey.
1 de Guerro, M.C.M & Commander, M (2013) Shadow-reading: Affordances for imitation in the language classroom Language Teaching Research 17 (4), 433-453
2 Hamada, Y (2011) Improvement of listening comprehension skills through shadowing with difficult materials Journal of Asia TEFL, 8(1)
3 Hamada, Y (2015) Monitoring strategy in shadowing: self-monitoring and pair-monitoring The Asian EFL Journal, Professional Teaching Articles,
4 Hamada, Y (2016) Shadowing: Who benefits and how? Uncovering a booming EFL teaching technique for listening comprehension Language
5 Hoang, H., & Boers, F (2016) Re-Telling a Story in a Second Language: How Well Do Adult Learners Mine an Input Text for Multiword Expressions? Studies in Second Language Learning and Teaching, 6(3), 513-535
6 https://bilingua.io/5-reasons-to-use-the-speech-shadowing-technique
7 Kadota, S (2007) Shadowing to Ondoku no Kagaku (Shadowing and the
Science of Oral Reading) Tokyo: CosmoPier Publishing Company
8 Kadota, S (2012) Shadowing, Ondoku to Eigo shutoku no Kagaku (The
Science of Shadowing, Oral Reading and English Aquisition) Tokyo:
9 Kun-Ting Hsieh1 , Da-Hui Dong2 , and Li-Yi Wang3 “A preliminary study of applying Shadowing technique to English intonation struction” Taiwan Journal of Linguistics Vol 11.2, 43-66, 2013
11 Murphey, T (2001) Exploring conversational shadowing Language Teaching Research, 5 (2), 128–155
12 Nguyen Thi Huyen1, Nguyen Thi Minh Thao2 , Tran Thi Dung3 , Nguyen Tam Trang “ Shadoing and interpreting performances of English-majored students ” VNU Journal of Foreign Studies, Vol.36, No.1 (2020) 129-14,
13 Shiki, O (2015) < Research Note> A Pilot Study Comparing the Effects of Shadowing and Oral Reading on Oral Reading Rate Kwansei Gakuin
14 Tamai, K (1997) Shadowing no koka to chokai process ni okeru ichizuke [The effectiveness of shadowing and its position in the listening process] Current English Studies, 36, 105-116
15 Tamai, K (2005) Listening shidoho to shite no shadowing no koka ni kansuru kenkyu [Research on the effect of shadowing as a listening instruction method] Japan: Kazama
16 Yo Hamada “Teaching EFL Learners Shadowing for Listening Developing learners’ bottom up skills” Routledge (2016)
2nd year English major student’s English level
A survey evaluating students' English proficiency according to the Common European Framework of Reference (CEFR) revealed that most students self-assess their levels at B1 and B2 Specifically, 43% of students reported achieving a B2 level, while 28% assessed themselves at B1 Notably, there is also a small percentage of students, 2%, who have reached higher proficiency levels.
In A1, 9% of students achieved proficiency, while only 7% to 11% of students in C1 and C2 reached this level Although these findings are not central to the research, they provide valuable insights into the potential relationship between English proficiency and students' perceptions of shadowing.
Chart 2 2nd year English major students’ perception on shadowing activities
A survey revealed that 15% of students were unaware of the shadowing technique, while 25% claimed to have a thorough understanding, although many only had limited knowledge Notably, students in groups A1 and A2 predominantly reported never having heard of this activity.
2nd year English major students’ perception on shadowing definition 19
According to the theoretical framework of Guerrero & Commander
Shadowing is an activity that involves reading along with another person, which includes listening to them read a text, then reading silently, and finally reading aloud to match their speed and pronunciation Despite this definition, a survey revealed that only 40% of respondents correctly identified shadowing, while 60% chose incorrect answers Among these, 5% mistakenly believed it meant reading in the dark, 18% thought it involved reading after someone, and 37% simply defined it as repeating someone’s sound.
2nd year English major students’ perception on shadowing effective 20
The results indicate that students recognize the effectiveness of the shadowing technique in language learning Among 100 surveyed students, 36% believe it can be applied to all skills, while 37% associate it specifically with speaking, 16% with listening, 9% with reading, and 2% with writing This suggests that shadowing is a versatile technique applicable across various English lessons, including reading, listening, writing, and speaking Previous research has primarily focused on the implementation and effectiveness of shadowing, with no studies confirming its limitation to specific skills during class time.
Table 3 Essentials use in shadowing Essentials use in shadowing
Just look at a reading in order to read 12
Need to see a reading and a sample reader 24
Need to see a reading and a sample reader according to a process 52
No need to look at the text, just a sample reader 12
The survey results indicate that students have a strong understanding of the essential components of the shadowing activity According to Table 1, 52% of students believe that it is necessary to view both a reading and a sample reader, while 24% agree that seeing a reading and a sample reader is important Additionally, 12% think that only looking at the reading is sufficient, and another 12% feel that they do not need to refer to the text, relying solely on the sample reader Overall, the majority of students demonstrate a clear perception of the essentials required for effective shadowing in their English learning process.
3.2 The condition in using shadowing activity of student in learning English
2nd year English major students' shadowing activity frequency
The chart illustrates the frequency of students engaging in shadowing activities, revealing that participation remains low Specifically, 54% of students reported doing shadowing sometimes, while 22% indicated they do it regularly Both the "always" and "never" categories received equal responses, each accounting for 12%, marking them as the least common frequencies reported.
Many students show a lack of interest in engaging with certain activities for learning English It's also possible that while they are using effective methods, they may not recognize them by name For instance, listening to music and singing along to the lyrics is an example of the shadowing technique in language learning.
Shadowing activities in self-study of 2 nd year English major students'
A recent chart reveals that only 18% of students prefer reading passages aloud, while 26% opt for silent reading Notably, 44% of students utilize CDs to practice pronunciation, and just 12% read to answer questions These findings indicate a strong emphasis on correct pronunciation among students, making shadowing activities particularly relevant With the rapid advancement of media, students can enhance their English skills anytime, especially through platforms like Facebook and TikTok, where many believe that a simple web search can yield duet and shadowing practice videos.
2nd year English major students' conversation practice habits
Students' conversation practice habits reveal that 29% prefer practicing with classmates, while 44% opt to listen to dialogues and practice along Practicing with peers fosters a sense of familiarity, aiding memory retention during solo practice Consequently, students can achieve high results even when practicing alone Imitating dialogues is recognized as an effective learning method, appreciated by both students and others Additionally, 23% of students practice alone to avoid disturbing others or to enhance focus In contrast, only 9% choose to rewrite dialogues multiple times, a method that aids long-term retention but may lead to boredom.
Shadowing activities in self-study of 2 nd year English major students'
Many students prefer a direct approach to learning listening skills by focusing on the listening text and completing exercises However, a significant number of these students, primarily at a low proficiency level, express a desire for clearer answers or more suitable materials Only 22% of students engage in all steps of the learning process, while 33% opt to listen to CDs and complete accompanying comprehension exercises, often checking their answers against the lyrics multiple times This indicates that students typically revisit the listening material to verify their answers rather than practicing for fluency In contrast, those who commit to daily practice and complete all steps are more likely to improve their listening skills effectively.
To enhance listening skills, students often use CDs along with listening comprehension exercises, checking their answers afterward This method is widely adopted as it represents the simplest and most effective approach for learners, particularly those who are reviewing rather than aiming for mastery in listening.
Table 4 Difficulties in using shadowing Difficulty in using shadowing Ratio (%)
Do not have supporting devices (computers, CDs, speakers, etc.)
Personally do not want to do this activity
11% Cannot do activity because it affects roommates
- Feel sleepy when do this activity
Students face several challenges when engaging in shadowing activities for self-study at home The primary difficulties include a lack of supporting devices, such as computers, CDs, and speakers (36%), insufficient time due to part-time work or heavy academic loads (24%), and concerns about disturbing roommates (24%) Additionally, some students express a personal reluctance to participate in this activity (11%), while others find it hard or feel sleepy during practice (5%) The absence of necessary equipment, such as CDs or speakers, hinders their ability to effectively practice pronunciation and intonation Furthermore, many students juggle multiple responsibilities, leaving little time for self-study Living in shared accommodations often limits their ability to engage in vocal practice, as they lack a private space for effective learning.
The study indicates that second-year English majors have a moderate understanding of the shadowing technique for improving their English skills, recognizing its definition, benefits, and application However, the technique is not widely practiced, with most students using it only occasionally and lacking knowledge of its precise steps, which limits its effectiveness While some students are aware of the method, they struggle to implement it effectively due to time constraints and concerns about disturbing their roommates Therefore, creating a suitable study environment and managing their schedules effectively are crucial for enhancing their learning experience.
To enhance the English skills of second-year English majors, it is essential for students to understand the benefits of shadowing as a versatile learning method applicable to various English skills Students should create a structured study timetable, as many face challenges in finding time due to multiple subjects or part-time jobs Shadowing requires only 5 to 10 minutes of practice, which can be gradually increased based on individual adaptability, and should not exceed 30 minutes daily to prevent boredom from repetition This approach allows part-time workers to utilize breaks for practice and enables students with heavy course loads to dedicate just 15 to 30 minutes for effective English learning Furthermore, with the advancement of technology, students can easily engage in shadowing using smartphones and access resources on social media platforms like YouTube or TikTok, making the activity more accessible than ever.
Shadowing is an active and cognitive technique that offers numerous benefits for second language learners This method enhances all language skills and increases learners' sensitivity to the nuances of the language.
A survey was conducted among 100 second-year English major students from course 64, utilizing a questionnaire to gather data for the research.
The research conducted at Vietnam National University of Agriculture aims to enhance the understanding and application of the shadowing technique among English major students By systematically addressing both theoretical and practical issues, the study identifies effective measures to improve students' perception of this technique The comprehensive analysis provides a solid foundation for promoting the benefits and nature of shadowing, ultimately aiding students in their language acquisition journey.
It is required that this section provides conclusions on the objectives set forth in the Introduction part of the thesis
- Concluding remarks on objective 1 (research question 1)
+ Objective 1 restored: What is current situation of the use of shadowing technique to improve learning English among English majors at VNUA?
The study indicates that second-year English majors have a moderate understanding of the shadowing technique for enhancing their English learning While students possess some knowledge of this method, their comprehension of its application remains limited Most students are aware of the definition, benefits, and execution of shadowing in their language studies.
The use of shadowing in English learning among second-year students is still not widely adopted While some students occasionally engage in this practice, many are unaware of the precise steps needed for effective implementation, resulting in limited benefits Although a number of students recognize the potential of shadowing for enhancing their English skills, they struggle with its application Key challenges include time constraints and concerns about disturbing their roommates during practice.
- Concluding remarks on objective 2 (research question 2)
+ Objective 2 restored: What suggestions should be given to develop English skills of 2 nd year students English majors?
Research on the current use of shadowing in English learning reveals that while many students are familiar with effective methods, a significant number still struggle with its application To address these challenges, we can propose targeted solutions.
Students should explore the shadowing technique to understand its advantages in daily English learning Shadowing is recognized as an effective method for second language acquisition, as it stimulates memory through simultaneous hearing and speaking, which enhances bottom-up language processing (Kadota, 2007, 2012) Research indicates that shadowing surpasses traditional repetition strategies in improving pronunciation performance, highlighting its benefits that remain underutilized in language education.
A preliminary study on the application of the Shadowing technique to English intonation instruction (2013) reveals that Shadowing can enhance all English learning skills This method promotes better retention by requiring high concentration, making it particularly effective in environments that emphasize memorization, such as in Vietnam.
To effectively manage their time and enhance their English learning, students should create a specific study timetable Many students struggle to find time for studying due to multiple subjects or part-time jobs Shadowing, a technique that involves short practice sessions of 5 to 10 minutes, can be gradually increased based on individual adaptability However, to avoid boredom from repetition, it is recommended to limit practice to a maximum of 30 minutes per day This approach allows part-time workers to utilize breaks for practice, while students with heavy course loads can dedicate just 15 to 30 minutes to shadowing Consequently, the challenge of finding time for English practice can be easily overcome with this efficient method.
With the rapid advancement of technology, students no longer need computers or CDs to engage in learning activities; instead, they can utilize smartphones to access educational content Social media platforms like YouTube and TikTok facilitate this process, allowing learners to easily find and share study materials Research indicates that students increasingly prefer these platforms for their educational needs, as they provide a convenient way to discover a wealth of learning resources.