In pursuit of foreign language mastery, an effective learning method is of utmost importance, and shadowing is a worldwide proven method to improve listening and speaking skills for EFL
INTRODUCTION
Background of the study
In today's globalized world, English serves as a vital international language, prompting many individuals to enhance their English skills Its significance spans daily communication, career advancement, personal growth, and national development In the competitive job market, English proficiency is a key asset valued by employers, with strong communication skills being essential Consequently, mastering English communication is crucial for students to prepare for the workforce However, speaking remains a challenging skill for many English as a Foreign Language (EFL) learners, particularly Vietnamese students, who face issues such as pronunciation, intonation, fluency, and listening comprehension Therefore, adopting effective learning strategies is essential for achieving English proficiency.
Various methods exist for learning to speak English, including monologues, shadowing, storytelling, roleplay, and book reading Among these, shadowing stands out as the most effective and widely endorsed technique, supported by numerous studies, such as those conducted by Tamai in 1997.
Research indicates that the shadowing technique, initially designed for training novice interpreters, plays a crucial role in enhancing the listening and speaking skills of English as a Foreign Language (EFL) students (Hamada, 2015; Salim et al., 2020) Furthermore, Manseur (2015) highlights that this technique significantly improves the communicative abilities of EFL learners, underscoring its importance in language acquisition.
The keyword "Shadowing" yields approximately 14.1 million results on Google in just 0.44 seconds, with 59,000 of those being video content related to the shadowing technique Notably, the video "English speaking practice How to improve your English speaking and fluency: Shadowing" by Julian Northbrook, uploaded in 2013, has amassed 2.9 million views Additionally, the video "How to speak in English? (Shadowing technique explained)" from the English with Adriana channel, released in September 2017, has garnered 118,000 views.
Shadowing has gained immense popularity, as evidenced by numerous videos with high view counts and thousands of positive comments In a TED Talk, Marc Green (2018) discusses his journey to achieving near-native proficiency in six languages through the technique of mimicking native speakers He advocates for what he terms the "perfect-sentence technique" as an effective method for enhancing the accents of English as a Foreign Language (EFL) learners.
Despite the popularity and effectiveness of the shadowing method in enhancing speaking skills, there is a lack of research on this technique in Vietnam, particularly at the Banking Academy of Vietnam A review of the university's research archives revealed no prior studies on this topic Therefore, it is essential to conduct this study to investigate students' awareness and perspectives regarding the difficulty and effectiveness of the shadowing technique.
At the Banking Academy of Vietnam's Faculty of Foreign Language, students are trained to improve both their language skills and economic knowledge However, many senior English majors still struggle with English communication, facing challenges in vocabulary, pronunciation, intonation, and fluency Despite years of study, most are only at an intermediate communication level as they approach graduation This study investigates the communication difficulties faced by senior English-majored students, their perceptions of the challenges encountered during shadowing, and the positive effects of this method on their speaking skills Ultimately, the research aims to provide valuable insights into the effective implementation of shadowing techniques for enhancing students' speaking abilities.
Research aim and research questions
This study aims to examine students’ perspectives on the effectiveness of the shadowing technique in speaking skills
The key research questions are:
1 What are common difficulties encountered by senior English-majored students when communicating in English?
2 What are students’ perspectives on the difficulties when implementing the shadowing technique?
3 What are students’ perspectives on the effectiveness of the shadowing technique in English speaking skill improvement?
Significance of the study
This research is valuable for various stakeholders It provides rich insights into the shadowing technique, which can help English-majored students at the Banking Academy of Vietnam and similar institutions overcome speaking challenges and enhance their communication skills Additionally, educators and lecturers in EFL training can gain a deeper understanding of the difficulties students face, recognizing the shadowing technique as an effective method for support Lastly, the findings may contribute to future research on improving English speaking skills and the application of shadowing techniques in Vietnam.
Scope and limitation of the study
This research focuses on senior students from the Faculty of Foreign Language at the Banking Academy of Vietnam, examining their views on the effectiveness of the shadowing approach and the challenges faced in its implementation The study was conducted over a period of approximately three months, concluding on May 20, 2021.
Research Structure
Chapter 1 contains a summary of the rationale for choosing the subject, as well as the study's aims, scopes and limitations, and structure
Chapter 2 provides a review of related literature on the concept of speaking skill as well as the definition of shadowing, its implementing procedures, and how this technique is valued in the area of teaching-learning communication skills
Chapter 3 explains the research methodology in terms of research locales, research design, participants, data collection, research instrument, and statistical treatment
Chapter 4 displays and discusses the findings and results of the research
Chapter 5 is the final chapter of this research paper, briefly summarizing and offering several suggestions and recommendations for further researches.
REVIEW OF RELATED LITERATURE
Speaking skills
Speaking is a vital and challenging language skill that students must master for effective communication It serves the essential functions of conveying ideas, feelings, and thoughts spontaneously Moreover, speaking is a fundamental element of communication that requires specialized training and orientation (Afshar & Asakereh, 2016) Consequently, numerous studies have been conducted to explore its meaning and nature.
Before delving deeper into speaking skills, it's essential to consider various expert definitions of speaking, as interpretations vary among researchers According to Spratt, Pulverness, and Williams, speaking is a productive skill akin to writing, involving the use of speech to convey meanings to others.
Speaking is an interactive process where individuals take turns as speakers and listeners, utilizing both verbal and non-verbal communication to achieve their goals (Solcova, 2012) The primary objective of teaching speaking skills is to enhance communicative efficiency, enabling learners to express themselves clearly and effectively, leveraging their existing proficiency.
Speaking is an integral part of daily life that is often taken for granted, as noted by Thornbury (2005) To enhance speaking skills, it is essential to develop and practice them independently from other language components like grammar and listening, making the teaching and learning process more engaging Widdowson (2008) emphasizes that speaking represents the physical manifestation of an abstract system, highlighting that communication through speaking typically occurs in face-to-face interactions as part of dialogue or verbal exchanges.
I deduced from some meanings that speaking is the act of a speaker creating sounds to convey terms, phrases, and sentences to the listener
To achieve fluency and accuracy in English, students should practice speaking regularly, as the saying goes, "practice makes perfect." Understanding key components that influence speaking ability is essential According to Heaton and Harung, there are three critical components of speaking that contribute to effective communication in English.
(1999) as cited in Dinilla (2020): a Accuracy
Accuracy refers to the ability to produce precise pronunciation, which involves generating correct sounds without interference from the speaker's native language Individuals with high accuracy can communicate with minimal errors, showcasing their proficiency Fluency is also an essential aspect of effective communication.
Fluency refers to the ability to speak quickly and accurately, allowing speakers to decode language automatically and focus on the meaning of their speech Fluent speakers simultaneously recognize and understand words, which closely ties fluency to comprehension Students with low fluency often struggle to comprehend what they hear, highlighting the importance of fluency in effective communication.
The primary goal of speaking is to ensure that the listener comprehends the speaker's message Comprehension involves not only grasping the meaning conveyed but also retaining and effectively communicating that meaning Effective speakers actively assess their audience's understanding, emphasizing comprehension as the ultimate objective of their communication.
As studied by Syakur (1987) speaking is a complex skill because at least it is concerned with components of grammar, vocabulary, pronunciation, and fluency a Grammar
Students must learn to construct correct sentences for effective communication Heaton (1978) emphasizes that a student's ability to manipulate sentence structure and recognize appropriate grammatical forms is essential Mastering grammar is crucial for developing proficiency in both spoken and written language Additionally, a strong vocabulary is vital for effective expression.
Vocabulary refers to the specific words used in communication, and a sufficient vocabulary is essential for effective expression of ideas in both spoken and written forms A limited vocabulary can hinder language learning and create barriers to communication While grammar is important for conveying meaning, vocabulary is crucial; without it, communication becomes impossible.
Pronunciation is essential for students to articulate language more clearly It involves the phonological processes that encompass the grammatical components, including the elements and principles that govern sound variation and patterns within a language Fluency is also a key aspect of effective communication.
Fluency is the ability to speak both smoothly and accurately, which is a primary goal for many language learners Key indicators of fluency include a relatively fast speaking pace and minimal interruptions, such as pauses or filler words like "ums."
“ers” These signs indicate that the speaker does not have to spend a lot of time searching for the language items needed to express the message (Brown, 1997)
According to Harris (1974), there are five components of speaking skill concerned with comprehension, grammar, vocabulary, pronunciation, fluency
2.1.3 Common problems with speaking activities
EFL learners often encounter specific speaking challenges that deserve attention According to Ur (1996), one significant issue is inhibition, which can hinder their ability to participate in speaking activities effectively.
Effective speaking demands the listener's complete focus, yet many students feel self-conscious when being watched This embarrassment often leads them to shy away from speaking in a foreign language, as they fear making mistakes and facing criticism These apprehensions are significant contributors to the negative emotions experienced by speakers Additionally, a lack of content to share can further hinder their willingness to engage in conversation.
Many learners struggle with finding motivation to speak, articulate their opinions, and provide comments According to Rivers (1968), students often remain silent when asked about topics they are unfamiliar with or know little about, leading to low or uneven participation in discussions.
Participants in speaking class are distributed unfairly As reported by Ur
Shadowing technique
Shadowing is a widely used technique for training interpreters in Europe and is now increasingly applied in English classes, especially in non-native English-speaking countries, to enhance speaking and listening skills As noted by Brown (2000), effective communication in speaking requires specific approaches and methods from teachers The shadowing technique, developed by American Professor Alexander Arguelle, is recognized as one of the most effective methods for improving speech abilities Various interpretations of the shadowing technique exist, each offering unique perspectives on its theoretical foundations.
Manseur (2015) defines "shadowing" as the immediate imitation of spoken language, where the listener repeats the exact words from an audio source This technique, likened to a shadow that mirrors every action, involves the hearer echoing the speaker's words right after they are articulated According to Eizmendi et al (2007), shadowing serves as an effective method for learning a foreign language by encouraging real-time verbal imitation.
Shadowing is defined as a paced auditory tracking task that requires immediate vocalization of presented stimuli, involving word-for-word repetition in the same language (Salim et al., 2020; Lambert, 1998) It entails reproducing continuous auditory stimuli as quickly as possible, typically after one or two words (Hori, 2008) Additionally, it is characterized as an act of listening where learners track target speech and repeat it precisely without referring to any text (Kadota & Tamai, 2005; Nakanishi & Ueda, 2011).
Tamai's research is highly regarded in academic circles as a leading study on the shadowing technique, with his definition frequently cited by various researchers Notably, Omar & Umehara (2010, p 199) reference Tamai's clear description of the shadowing technique from his 1997 work.
Shadowing is an active and cognitive process where learners attentively listen to spoken language and repeat it as accurately as possible This technique enhances language acquisition by allowing individuals to track and mimic the incoming speech.
According to Shiota (2012), shadowing is an effective training technique for enhancing interpreting skills Hamada (2015) emphasizes that while shadowing is primarily designed for novice interpreters, it plays a crucial role in improving listening and speaking abilities for EFL students (cited in Salim et al., 2020) Luster (2005) supports this view, noting that shadowing serves as a simultaneous interpretation exercise, where learners repeat the speaker's words, making it an excellent method for teaching English The term "shadowing" derives from the concept of a shadow, as it reflects how the shadowing voice mimics the original voice, similar to how a shadow follows one's movements.
The shadowing method aims to enhance the coordination of teaching and learning processes for both students and teachers This technique involves listeners immediately repeating or reproducing spoken input, allowing students to echo what speakers say, either word by word or phrase by phrase Recent interest in shadowing has grown among Asian academics, particularly in Japan, where it is regarded as a valuable addition to English language curricula (Hseih, Dong, & Wang, 2013).
The "shadowing technique" has developed significantly over time I align with Manseur's definition, which describes shadowing as the process where the shadower replicates everything the speaker articulates within a specific timeframe As research in shadowing progresses, the understanding of this term is likely to evolve further.
According to Manseur (2015), concerning Murphey’s types of shadowing, this technique can be classified in many different ways, including fully, selectively, and interactively
Full shadowing Listener repeats the complete statement that speaker says
Listener only repeat the important and message-carrying words and phrases
Listener adds comments or queries or other words while still shadowing some part of the original statement
Table 1: Murphey's types of shadowing (2001) (cited in Manseur, 2015)
Also, Kurata (2007) as cited in (Manseur, 2015, p 25) also proposed six types of shadows, including full shadowing, delayed/slash shadowing, silent shadowing, parallel reading and speed reading
Full shadowing Utter everything the speaker says with the same sounds when simultaneously listening to the text sounds
Similar to full shadowing but with pauses
Silent shadowing Full shadowing done in the head, then subvocalization Part shadowing Shadow the last words or essential words only
Shadowers add their own comment
Table 2: Karuta' types of shadowing (2007) (cited in Manseur, 2015)
Hamzar (2014) categorized shadowing into two types: full shadowing and slash shadowing In full shadowing, the listener immediately repeats what the speaker says without any pauses, whereas slash shadowing involves a slight delay before the listener repeats the speaker's words.
Furthermore, some techniques, such as mumbling, synchronized reading, prosody shadowing, and content shadowing, are also called other forms of shadowing methods, according to Kadota and Tamai (2005)
Mumbling Listeners shadow by concentrating on the incoming sounds rather than their own pronunciation
Listeners imitate every sound and intonation by shadowing the audio and speaking aloud the script
Listeners attempt to shadow, just as they would in synchronized reading, but without a script
Content shadowing Listeners shadow as well as focus on the contents of speech
Table 3: Kadota and Tamai's types of shadowing (2005) (cited in Manseur, 2015, p.27)
The shadowing technique is effective when applied with an understanding of its timing and usage It is crucial to recognize that the types of shadowing vary based on students' proficiency levels This flexibility allows the technique to be tailored to meet diverse student abilities and needs Implementing delayed shadowing can significantly enhance students' speaking skills, which is why this approach is emphasized in this study.
2.2.3 The importance of shadowing technique in improving speaking skill
Shadowing is a highly effective technique for enhancing speaking skills, as highlighted by Luster (2005) in Hamzar (2014) This method involves significant speaking practice, which in turn improves listening abilities Additionally, shadowing allows for extensive practice with sounds, melody, stress, and rhythm, leading to increased speaking speed It also enriches vocabulary and enhances grammar proficiency Finally, shadowing fosters a better understanding of speech and pragmatics, making it a comprehensive approach to language learning.
Shadowing audio allows learners to imitate sounds, stress, pronunciation, and intonation, which enhances their speaking awareness (Jaramillo & Isaza, 2016) This technique helps students improve their oral fluency by enabling self-correction of pronunciation (Manseur, 2015) By closely mimicking the speaker's sentences, learners can identify and rectify pronunciation differences, training their ears and mouth muscles to align with native speakers Consequently, shadowing boosts comprehension and confidence while also developing speaking, reading, and listening skills (Tamai).
According to Arthurson (2019), the use of shadowing techniques in classroom instruction leads to significant improvements in four key areas: the natural rate of speech, comprehension, student involvement, and confidence (Omar & Umehara, 2010) Additionally, Hamada (2009) notes that these techniques help automatize learners' speech perception, allowing them to enhance the amount of phonological information retained in their short-term memory.
The shadowing technique has been shown to significantly enhance language learning, particularly in speaking skills Research by Dávila & Espinora (2018) demonstrated that shadowing interventions improved English learners' speaking intelligibility, leading to increased confidence, fluency, and motivation to use the technique Similarly, Manseur (2015) found positive effects on EFL learners' speaking abilities through a quasi-experimental study, highlighting improvements from pretest to posttest Additionally, Hseih, Dong, & Wang (2013) reported dramatic increases in grammar, fluency, and intonation scores among students who practiced shadowing for English intonation training Japanese studies also indicated that students had a positive experience with shadowing, noting significant progress in English rhythms and improvements in pronunciation, comprehension, and confidence (Omar & Umehara, 2010).
In a study by Sumarish (2017), 60 students were divided into two groups, revealing that shadowing significantly enhanced their speaking and listening skills Similarly, Salim et al conducted an experiment with a comparable design, further supporting these findings.
Review of related studies
2.3.1 Raouia Manseur, 2015, Exploring the role of shadowing in the development of EFL learners’ speaking skill
- Research aims: This study attempts to justify the effectiveness of shadowing technique to many aspects related to speaking and communication abilities
This study employs a mixed-methods methodology, utilizing a quantitative approach through questionnaires and a qualitative approach via quasi-experimental research The research involves a pretest, treatment, and posttest conducted on a sample of 16 third-year students selected from a total population of 372 English students at Mohamed Kheider University.
- Findings: The results of a pretest and posttest are different, which implies the effectiveness of shadowing method in language sounds, listening skill, comprehension, vocabulary, pronunciation
- Conclusion: The shadowing technique is proved to be helpful and useful paradigm that assist the language learning process, primarily by developing the most desirable skill (i.e., speaking)
2.3.2 Angel M Dávila & Erika V Espinoza J., 2018, Using the shadowing technique to improve Ecuadorian English learners’ speaking inteligibility
- Research aims: The study examines the intensive guided use of shadowing technique to improve overall English pronunciation, intonation, and stress
- Methodology: This study was conducted using an exploratory sequential mixed methods research design: qualitative (through interviews), and quantitative (through analyzing videotapes recorded by chosen samples)
The findings indicate three surprising outcomes: an increase in students' confidence in speaking, an enhancement in their speaking fluency, and a rise in both their motivation and the frequency of using the shadowing method to improve their English skills.
- Conclusion: The intensive guided use of English shadowing is an effective technique that can be utilized to help EFL learners improve their overall speaking intelligibility
2.3.3 Hsieh, Dong, & Wang, 2013, A preliminary study of applying shadowing technique to English intonation instruction
- Research aims: the study aims to find out whether shadowing technique from interpretation practice can be used to promote English intonation acquisition
This study employed an experimental research methodology involving 14 non-English major students from National Taiwan University, who were divided into control and experimental groups The control group received training through traditional repetition techniques, while the experimental group utilized shadowing techniques To evaluate the effectiveness of these methods, both pretests and posttests were administered for comparison.
- Findings: the results of the pretest and posttest indicate significant differences between the control and experimental groups, indicating the overwhelming of the experimental group with the control group)
- Conclusion: The findings show the effectiveness of shadowing technique in overall speaking skills with pronunciation, fluency, and intonation aspects
2.3.4 Omar and Umehara, 2010, Using a shadowing technique to improve English pronunciation deficient adult Japanese learners: An action research on Expatriate Japanese adult learners
- Research aims: The study examines the difficulties in pronouncing English among four Japanese adult English learners and assesses the improvement in their spoken English after undergoing shadowing technique
- Methodology: This non-experimental study employs an action research method with data collection through pronunciation test, learner journals, questionnaire, observation protocol, and speech recordings
The use of the shadowing technique in classroom instruction has led to significant improvements in four key areas: the natural rate of speech, comprehension, student involvement, and confidence Additionally, participants demonstrated enhanced speech rhythm and fluency as a result of engaging in shadowing practice.
The research demonstrated a notable enhancement in English communication skills, including rhythm, fluency, comprehension, confidence, and involvement Researchers concluded that the shadowing technique is among the most effective methods for Japanese adult learners to improve their English pronunciation and rhythm.
2.3.5 Dervon Arthurson, 2019, Shadowing: A technique for language learning and a tool for critical reflection
This research investigates the effectiveness of the shadowing technique in English Discussion Classes, focusing on students' perceptions of its application It also examines the teaching practices and philosophy of the instructor.
- Methodology: Experimental research with data collection from experiment (qualitative data) and in-class survey (quantitative data)
- Findings: Students express positive perspectives towards the implementing and effectiveness of shadowing technique in English language skills (ie., speaking skill)
- Conclusion: Study proved that shadowing has been a practical and empowering method to obtain language proficiency
2.3.6 Hamzar, 2014, The implementation of shadowing technique to improve students’ speaking performance
This research investigates the effectiveness of the shadowing technique in enhancing students' speaking performance and its potential to motivate them to communicate in English.
The research utilizes a quasi-experimental design involving 20 students, who are split into experimental and control groups Data collection is conducted through three instruments: speaking tests, a motivation scale, and interviews.
- Findings: The results indicate that
+ The implementation of shadowing technique improved the students’ speaking performance in terms of accuracy, fluency, and comprehensibility
+ The implementation of shadowing technique motivated the students to speak English
- Conclusion: The implementation of shadowing technique in teaching speaking class improved the speaking performance of the students and motivated them to speak English
2.3.7 Salim, Terasne, & Narasima, 2020, Enhancing the students’ pronunciation using shadowing technique at high school students
- Research aims: The research aims at finding out the effect of shadowing technique on seventh-grade students’ pronunciation
This quasi-experimental study employed a pretest, treatment, and posttest design involving two student groups: a control group taught using a homophone game and an experimental group instructed through the shadowing technique Data collection methods included interviews, multiple-choice tests, and recordings, which were subsequently analyzed using both descriptive and inferential statistics.
- Findings: Results showed the significant difference between students’ achievement in the posttest scores of two groups, indicating that shadowing technique was giving a remarkable effect on students’ pronunciation
- Conclusion: The study proved the positive effect of shadowing technique toward students’ pronunciation
The review of various studies utilizing the shadowing technique across diverse research methods and designs, including quasi-experimental and exploratory sequential mixed methods, reveals consistently positive conclusions regarding its effectiveness Data was collected through various instruments such as questionnaires, recordings, tests, and interviews, focusing on different subjects, including third-year students at Mohamed Kheider University and Japanese adult English learners The research confirms a strong link between shadowing practice and improvements in speaking skills, particularly in pronunciation, vocabulary, fluency, intonation, confidence, and comprehensibility.
This study examines the views of senior English majors at BAV regarding the effectiveness and challenges of applying this method in Vietnam's EFL context The findings reinforce my confidence in the study's results.
Shadowing in an EFL context
Spoken language production poses significant challenges for EFL learners, particularly in Vietnam and other Asian countries where daily exposure to English is limited To compensate for this lack of input outside the classroom, EFL learners must actively engage in practices that enhance their speaking skills Research has demonstrated that the shadowing technique effectively supports EFL learners in improving various aspects of their speaking abilities.
According to Hamada (2016), the difficulty of shadowing varies based on the language distance from one's first language, with Vietnam ranking third furthest from English Despite this challenge, numerous studies have demonstrated the effectiveness of shadowing in enhancing speaking skills among EFL learners For instance, Manseur (2015) found significant improvements in speaking abilities through a quasi-experimental study that compared pretest and posttest results Similarly, Salim, Terasne, and Narasima (2020) highlighted the positive impact of shadowing on pronunciation during oral performances in senior high school students Omar and Umehara (2010) reached comparable conclusions in their research on Japanese adult learners Additionally, various researchers, including Mori (2011) and Hsieh, Dong, & Wang (2013), have established a connection between the shadowing technique and improved speaking proficiency in EFL learners.
Shadowing in the context of Vietnam
Google trend statistics from 2016 to 2021 indicate that the keyword "Shadowing" has seen some interest in Vietnam, although it remains relatively unpopular Notably, the search volume for this term reached its highest point in July.
2020, but it is only popular in 3 sub-regions across the country such as Hanoi, Ho
Chi Minh, and Da Nang It shows that the shadowing technique has not really been widely accessible in Vietnam despite its worldwide popular
Search trend of "shadowing" in Vietnam in the past 5 years (source: Google trend)
Research on the effectiveness of the shadowing technique in Vietnam is limited Dang (2017) demonstrated that this method significantly improved Japanese-majored students' pronunciation, intonation, fluency, and comprehension Similarly, Nguyen (2019) found that the shadowing technique positively impacted the English speaking skills of first-year English majors at Hanoi Pedagogical University Overall, the shadowing technique has been shown to enhance English speaking proficiency in the EFL context within Vietnam However, due to the scarcity of studies in this area, it appears that this technique remains relatively new and underexplored for learning English speaking skills.
Theoretical framework
English learners often encounter speaking challenges such as inhibition, lack of ideas, uneven participation, and reliance on their mother tongue (Ur, 1996) I support Manseur's definition of the shadowing technique, which involves imitating spoken input shortly after hearing it To enhance students' speaking skills, I believe that delayed shadowing, or slash shadowing, is particularly effective for research participants, as it incorporates pauses to help alleviate the difficulties they experience with this method.
This study outlines a three-step process for effectively practicing the shadowing technique First, learners should select materials appropriate for their speaking skill level, such as TV shows, radio programs, audiobooks, and films with transcripts Second, they must closely follow the audio while reading the transcript, paying attention to pauses, rhythm, intonation, and pronunciation, while also looking up unfamiliar terms to enhance comprehension Finally, learners should practice shadowing the speaker without the transcript, recording their voice for comparison with the original, and continue until they feel confident This structured approach allows students to grasp both the form and content of the speech, reducing confusion when shadowing without written support, while enabling them to imitate the speaker's intonation and pronunciation effectively.
This research aims to establish a theoretical framework based on the theories of Manseur (2015) and Hamzar (2014) regarding the effectiveness of the shadowing technique It specifically examines the perspectives of senior English major students on the impact of shadowing on their speaking skills.
This chapter provides essential background information on speaking skills and shadowing techniques, covering definitions, components, and common challenges associated with speaking It thoroughly addresses the shadowing technique, including its concepts, categories, practice procedures, and significance Additionally, previous research on the shadowing technique in EFL contexts, particularly in Vietnam, is reviewed, along with a theoretical framework to enhance readers' understanding of the core themes before moving on to the next chapter on research methodology.
RESEARCH METHODOLOGY
Research locale
This study was conducted among final year English-majored students at the Faculty of Foreign Language, Banking Academy.
Research design
This research employed a descriptively quantitative approach to address the research question Eyisi (2016) highlighted several advantages of the quantitative method, emphasizing its efficiency in utilizing statistical data to save time and resources in presenting findings Bryman (2001), as cited in Eyisi (2016, p 94), defines quantitative research as focusing on numbers and figures for data collection and analysis Furthermore, the quantitative approach facilitates generalization due to its scientific nature, ensuring that research results are not merely coincidental (May & Williams, 1998, as referenced in Eyisi, 2016, p 94).
This study utilized a quantitative research method to explore students' perspectives on the use of the shadowing technique to improve English speaking skills It also identified the challenges participants encountered in English communication and during the shadowing process Primary data was gathered through a questionnaire.
Participants
The research was supported by a group of 98 respondents of the online survey
To enhance the reliability and legitimacy of the data, participants in the survey were required to provide their academic year information before filling out the questionnaire The study included 90 senior English majors from three distinct classes at the Faculty of Foreign Language at BAV, while other students were disqualified (see figure 3.1) These participants volunteered for the questionnaire, with assurances that their personal information would be protected and used solely for research purposes Several factors contributed to the decision to involve these specific students in the research.
Participants in this study are advanced English majors who possess a solid foundation in speaking skills Their insights are valuable for understanding the challenges faced in learning spoken English and the effectiveness of strategies aimed at enhancing communication abilities.
The "shadowing" technique is instrumental in evaluating its impact on speaking skills, enhancing the credibility of research findings Final year students, having completed the Faculty of Foreign Language training program, can provide valuable subjective feedback on the implementation of shadowing in English classes at BAV This feedback will inform future improvements to the training program Additionally, the study focuses on English-majored students, whose career paths are aligned with foreign language fields, thereby raising awareness of the shadowing technique as an effective method for achieving English speaking proficiency.
Research instrument
The study utilized questionnaires to gather data on students' perceptions of common communication mistakes, their awareness of the shadowing technique, and the challenges they face in practicing this method According to Wikipedia, questionnaires are research instruments designed for statistical analysis of responses, making them a cost-effective and convenient tool for collecting extensive data The questionnaire was developed by referencing previous research, including Dang's (2017) work on enhancing listening and speaking skills through shadowing, Manseur's (2015) study on the role of shadowing in speaking skill development, and Nguyen's (2019) research on the effectiveness of shadowing for improving speaking skills, with adjustments made to align with the study's objectives.
The research questionnaire is divided into four sections featuring predominantly close-ended questions Students participate by selecting options through multiple-choice, yes-no, or Likert scale formats.
Section 1: This part identifies participants’ information with a categorical question to select the target objectives and exclude the outliers
Section 2: There are 5 questions focusing on students’ self-evaluation on their speaking abilities (levels of English proficiency based on Common European Framework of Reference standard), their frequency of facing common communication-related problems (Likert form scaled from never to always), their approaches to fix them and whether they practiced “Shadowing” technique at class and at home The response for that question transfers the participant to the other two following sections
Section 3: This part is designed for the first group of students who have practiced the shadowing technique to probe their assessment of this method This part comprises 10 queries: the first one addresses the frequency of practice in the form of a multiple-choice question (rarely – sometimes – usually – always), the second one asks about students’ methods preference of learning speaking in form of multiple choice question (respondents were advised to choose more than one answer), the following ones shed a light on students’ difficulties when shadowing, its impacts on their speaking skills, review of the application of shadowing method at BAV (theses queries designed using Likert scale with responses ranging from very difficult to not difficult at all, from totally agree to totally disagree, very satisfied to very unsatisfied), another multiple-choice question probes students’ assessment the importance of the shadowing technique in their speaking enhancement (4 options ranging from not important at all to very important), last query of this part explore their future decision-making in practicing this technique (yes-no question)
Section 4: This section is created for students without practicing the shadowing technique In this part, a short description of the shadowing method is given before students answer the questions This last part aims at discovering the reasons why students have not tried this method yet (question in form of multiple choice with notice that respondents can choose more than one answer), and their willingness to exercise this approach (yes-no question) For more details, the questionnaire is presented in the appendix section.
Data gathering procedure
The primary data for the study was collected through an online questionnaire, which was piloted with students to identify areas for improvement Feedback indicated a lack of awareness regarding the shadowing technique, prompting the addition of a section to explore reasons for non-practice and willingness to engage with the technique Additionally, respondents suggested including an assessment of the shadowing technique's application at BAV, which was incorporated into the final survey The official survey was conducted from April 24 to April 30, involving 98 students through platforms like Facebook Messenger, K20 Faculty of Foreign Language groups, and Zalo to ensure a robust response rate Participants were informed about the survey's aims and assured of the confidentiality of their personal information, with the survey taking approximately 5 minutes to complete.
Data analysis
The survey begins by gathering demographic information to identify senior students from the Faculty of Foreign Language, ensuring the exclusion of potential outliers (see figure 3.1) The second section consists of questions aimed at evaluating the communication skills of these participants Notably, the final question in this section assesses students' awareness of the shadowing technique, which subsequently categorizes participants into two distinct groups for further analysis.
The first group is guided to section 3 of the questionnaire This part focuses on the participants’ perceptions on difficulties and effectiveness of shadowing technique in English speaking improvement
The second group pertains to section 4 of the questionnaire, offering a brief overview of the shadowing technique This section explores students' motivations for not utilizing shadowing and assesses their willingness to adopt it in the future.
After completing the data collection process, a thorough analysis phase was conducted to ensure accurate and consistent findings Statistical analyses were carried out using Google Form Foundations and Microsoft Excel 2010 The data was imported into Excel, where frequency, counts, and percentages were calculated, ultimately presented in tables and figures for a clearer and more scientific representation through numerical and descriptive analysis.
Chapter 3 outlines the use of a questionnaire as the primary tool for gathering data from English-major students, detailing the processes of data collection and analysis The subsequent chapter will present and discuss the results and findings derived from this research.
FINDINGS AND DISCUSSION
The reality of learning English speaking skills by the senior English majors
The investigator begins by gathering academic course information to identify target participants, followed by a second questionnaire that explores the English speaking experiences of senior English-majored students This section is organized into four key areas: students' self-assessment of their speaking skills, common difficulties faced in English communication, preferred methods for learning speaking, and awareness of the shadowing technique.
4.1.1 Students’ self-assessment of their speaking skills
Figure 4.1: Students' self-assessment their speaking skills
The pie chart illustrates the self-assessed English speaking proficiency levels of participants, ranging from Intermediate (B1) to Mastery (C2), reflecting the capabilities of senior students majoring in English.
It is apparent that nearly all of them are moderately uncertain about their level of communication skills
A significant 40 percent of participants rated their speaking proficiency as Upper-intermediate, indicating a moderate command of the language Additionally, 37.8 percent assessed their English communication skills at the Intermediate level, while 18.9 percent considered themselves at the Advanced level Only a small fraction, 3.3 percent, rated their abilities at the Mastery level.
Intermediate and Upper-intermediate levels are common choices for final-year English majors, who have spent years honing their language skills At these levels, students can articulate their thoughts, engage in negotiations, and respond to inquiries effectively However, the ratio of students at the intermediate level to those at a higher level is 70:20, indicating a significant number of students may lack effective learning strategies, dedication, and investment in enhancing their speaking abilities.
Students' self-assessment their speaking skills
4.1.2 Students’ common difficulties in English communication
Figure 4.2: Students' common difficulties in English communication
This bar chart depicts some of the most common difficulties that senior English-majored students confront while learning speaking English
Most of the respondents experience communication difficulties due to the dearth of vocabulary with 82 out of 90 responses scaled from always to sometimes
Nurdina et al (2014) found that 60 percent of participants viewed vocabulary as a major barrier to communication, struggling to select appropriate English words for dialogue Similarly, Syakur (1987) defines vocabulary as the correct diction used in conversation Additionally, a lack of vocabulary can adversely impact other speech elements, including pronunciation and grammar.
Fear of making mistakes, getting criticism, or being shy
Have no idea, or do not want to speak
Do not have chances to practice in class
Lack adequate and appropriate vocabulary Speak slowly and not fluently
Think in Vietnamese, then translate into English and vocalize it
Students' common difficulties in English communication
NEVERRARELYSOMETIMESUSUALLYALWAYS
A significant challenge faced by students is related to pronunciation, with 63 out of 90 participants reporting confusion among various English accents, including American, British, and Australian This confusion is understandable, as English is the national language in many countries, each with its distinct accent, making it difficult for learners to differentiate between them.
A study found that 66 students acknowledge the influence of their mother tongue on their English pronunciation This influence can hinder their ability to articulate English words accurately and with the correct intonation According to research by Nurdina et al (2014) and Deterding and Poedjosoedarmo (1998) in "The Sounds of English," the interference from a student's native language may contribute to pronunciation difficulties Consequently, EFL students may exhibit an accent that sounds atypical when they speak English, filtered through the characteristics of their first language.
Grammar significantly contributes to speaking difficulties among students, with 66 students acknowledging their tendency to speak ungrammatically Many students struggle to organize words correctly and use tenses appropriately in sentences According to Nurdina et al (2014, p 10), English grammar encompasses numerous rules, including those for present, past, future tenses, and gerunds, which complicates the learning process for EFL students.
A significant number of participants, specifically 68 out of 90, feel they do not speak English fluently, with 52 students often translating their thoughts from Vietnamese to English before speaking This translation process slows down their responses in conversations, negatively impacting communication effectiveness The lack of an immersive English communication environment contributes to this issue, as senior English majors primarily practice in the classroom, which is limited by time constraints and class size Consequently, reliance on their mother tongue hinders their ability to think and speak directly in English.
What’s more, reticence, shyness, and unconfidence prevent the participants from conquering their English speaking skills There are 61 responses (68%) of
Many students struggle with expressing their thoughts in class due to a lack of ideas, confidence, and motivation, with nearly half reporting insufficient speaking opportunities This issue may stem from shyness or reliance on textbook learning, which does not adequately prepare them for verbal communication Additionally, 63 out of 90 respondents indicated that listening comprehension significantly impacts their ability to communicate in English, highlighting the importance of effective listening in mastering spoken language Without sufficient listening practice, students may miss out on understanding the nuances of speech, such as tone, rhythm, and pauses.
4.1.3 Students’ approaches to the shadowing technique
Figure 4.3: Students' approach to the shadowing technique at class
A surprising 84 percent of participants (76 individuals) engage in shadowing during class, highlighting the widespread adoption of this technique at BAV This method can be effectively introduced and utilized in educational settings.
Students' practice shadowing technique at class
A recent analysis reveals that 84.4 percent of students practice shadowing at college, compared to only 77.8 percent who do so at home, indicating a positive recognition of this speaking method among learners However, a significant portion of students, referred to as the second group, may feel uncertain or discouraged, leading them to abandon practice outside of school This suggests that they might not fully understand the effectiveness of shadowing in enhancing their speaking skills The study aims to explore students' perspectives on the challenges and benefits of implementing shadowing, while excluding the second group from the analysis.
Figure 4.4: Students' approach to the shadowing technique at home
Students' practice shadowing technique at home
Figure 4.5: Students' favorable methods of learning speaking
The survey results indicate that the shadowing technique is the second most preferred method for learning English speaking skills among participants, with 62 percent (56 respondents) expressing interest in this approach It is likely that these respondents are part of a group of 70 students who regularly practice this method at home.
Many learners find the shadowing technique boring or ineffective compared to other methods, as indicated by responses to the question, “Why haven’t you tried the shadowing technique?” Participants cited reasons such as the method being ineffective, their preference for familiar practices, and a lack of encouragement from teachers Additionally, some challenges may stem from misconceptions about its implementation For the shadowing technique to be effective, it requires consistent practice over a sufficient duration and adherence to proper procedures This notion is supported by previous research, including Dávila and Espinoza (2018), who noted that shadowing can significantly enhance speaking skills when applied over an adequate timeframe.
Students' methods of learning speaking same view, Manseur (2015) also concluded that “Fostering the speaking skill requires a constant and intensive practice of the language”(p 140)
The dominant response, receiving 12 votes, indicates that the teacher does not encourage the use of the "Shadowing" technique, highlighting a lack of support for this practice and engaging communicative activities This suggests that the teacher's role is crucial in motivating students to utilize the shadowing method both in and out of the classroom.
Figure 4.6: Students' reasons for not using the shadowing technique
I have never heard about "Shadowing"…
I am not encouraged to used…
I am used to practicing other methods
I do not have much time to practice
I do not have supporting equipments for…
I do not know any native speakers to…
I think this method is ineffective
Students' reasons for not using the shadowing technique
Students’ perspectives towards the effectiveness of the Shadowing technique
4.2.1 Students’ frequency of practicing the shadowing method
Figure 4.7: Students' level of frequency practicing the shadowing technique
The frequency of practice is a crucial factor affecting the effectiveness of the shadowing technique A pie chart illustrates that among students familiar with shadowing, only a small percentage practice it regularly, with "usually" and "always" representing 14.7% and 8.8%, respectively In contrast, 60.3% of students engage in shadowing practice occasionally, while 16.2% report practicing "rarely," which translates to 11 out of 70 respondents Despite their awareness of this learning method, few students incorporate it into their daily English practice, as noted by Manseur (2015) and Dávila.
Espinoza (2018) highlighted the relationship between practice frequency and improvements in speaking skills To effectively enhance speaking abilities, learners should engage in daily shadowing practice over an extended period The chart indicates a significant lack of self-practice, which may contribute to the observed deficiencies in speaking proficiency.
How often students practice shadowing
RarelySometimesUsuallyAlways that almost all senior English majors achieve an intermediate level of English proficiency
4.2.2 Students’ evaluation the effectiveness of shadowing technique in their speaking skills improvement
The findings of question adopted the Likert scale reveal that the implementation of shadowing technique betters the students’ English speaking skills as shown in the table below
Aspects of speaking Totally agree Agree Neutral Disagree Totally disagree
Table 4: Students' evaluation the effectiveness of shadowing in their speaking skills improvement
The data indicates that shadowing is an effective method for enhancing various aspects of language learning Specifically, it significantly improves pronunciation (79%), vocabulary expansion (70%), stress and intonation usage (71%), fluency (70%), grammar reinforcement (58.5%), confidence (61.4%), listening comprehension (60%), and speech rate (60%) Notably, over half of the students expressed agreement or strong agreement with these benefits, with no reports of "Strongly disagree" regarding fluency, intonation, comprehension, and confidence This highlights the positive impact of the shadowing technique on speaking skills, demonstrating its ability to advance multiple elements of language proficiency.
A study found that 55 students reported improved pronunciation after engaging in shadowing practice, which enhances their exposure to English sounds This method allows students to better listen to and replicate correct pronunciation These findings are supported by experimental research conducted by Omar and Umehara (2010) and Hamada.
(2016), Salim, Terasne, and Narasima (2020) that the shadowing method was giving a remarkably positive effect on students’ pronunciation
A study reveals that 49 students acknowledge significant vocabulary enhancement through a specific practice method This process involves looking up unfamiliar words in a dictionary prior to shadowing, followed by repetitive sentence and word imitation As a result, students become familiar with the pronunciation, usage, and contextual meaning of new vocabulary, ultimately leading to a mastery of word application and an enriched vocabulary.
Imitating native speakers significantly enhances students' ability to recognize rhythm and tone in speech, with 50 respondents reporting improved stress and intonation awareness Research by Omar and Umehara (2010) indicates that participants showed increased interest in shadowing practice, leading to greater confidence in producing English sounds more smoothly and with better intonation Additionally, Mori (2011) highlights improvements in pitch accent realization among EFL Japanese learners, further contributing to their overall English intonation skills.
Research indicates that shadowing practice significantly enhances oral fluency, as evidenced by 49 responses reflecting improved fluency By mimicking a speaker's speech, learners train their mouth muscles for correct movement, leading to smoother speech flow Daily shadowing helps accumulate vocabulary, expressions, and conversational skills, enabling learners to effortlessly articulate their thoughts in real-life situations Wang (2017) found that the experimental group demonstrated a notably higher average score in oral fluency compared to the control group Similarly, Hamzar (2014) highlighted that while both groups initially scored low in a pretest, the experimental group that engaged in shadowing practice showed substantial improvement in the posttest, outperforming the control group.
Shadowing practice significantly enhances students' grammar and boosts their confidence in speaking A study shows that 39 out of 70 students reported improvements in their grammar after engaging in shadowing, while 43 students felt more confident as a result This practice helps alleviate anxiety about speaking in front of others, allowing students to express their thoughts and emotions more naturally According to Arthurson (2019), shadowing benefits language learners by providing increased repetition and confidence in their communication skills.
Also, the finding shows that the advancement of listening comprehension gets
A total of 42 approval responses support the idea that increased exposure to language enhances comprehension, as noted by Arthurson (2019, p 213) Similarly, Hamada (2012) emphasizes the effectiveness of shadowing techniques in improving listening comprehension skills, a conclusion drawn from his classroom research.
In accordance with the experimental research paper conducted by Hamzar
The shadowing technique has been shown to significantly enhance students' speaking performance, particularly in accuracy, fluency, and comprehensibility (Hamzar, 2014) Supporting this, Manseur (2015) highlighted its effectiveness in helping learners master various speaking aspects, as evidenced by improved posttest scores Additionally, Omar and Umehara (2010) reported notable advancements in natural speech, listening comprehension, and speaking confidence among participants Similarly, Hseih, Dong, and Wang (2013) emphasized that shadowing effectively aids in developing students' pitch, enabling them to better adapt to the rhythm and mood of English sentences while improving sound, articulation, and overall proficiency.
The majority of participants acknowledge the effectiveness of shadowing in enhancing their speaking skills, while only a few expressed disagreement It appears that those who remained neutral may not have dedicated enough time to daily practice, which is essential for noticeable improvement Consistent and frequent practice is crucial for achieving significant progress in speaking abilities.
4.2.3 Students’ viewpoints on the importance of the shadowing technique in their speaking skills enhancement
Figure 4.8: Students' viewpoints on the importance of shadowing technique in their speaking skills improvement
This diagram displays respondents’ perspectives on the importance of shadowing in the development of speaking skills It is noticeable that 51.4 percent
Students' viewpoints on the importance of shadowing technique in their speaking skills improvement
A significant number of students recognize the importance of the shadowing approach in developing their speaking skills, with 31.4 percent considering it very important and 15.7 percent viewing it as slightly important.
This study reveals that, although students do not regularly practice shadowing in their daily conversations, this technique still proves effective in enhancing their communication skills Many students acknowledge its positive impact on addressing their speaking challenges.
Only one of the 70 participants believed that the technique was entirely ineffective This suggests that the student may not have applied the method correctly or lacked the motivation to practice consistently In contrast, the majority of students who reported positive experiences had effectively utilized the shadowing technique to enhance their English speaking skills.
Recent experimental research has provided compelling evidence supporting the effectiveness of the shadowing method in enhancing students' listening and speaking skills Sumarish (2017) found that this technique positively impacted the abilities of 60 students in an experimental study Similarly, Manseur (2015) expressed strong belief in the method's benefits for speaking skills, as indicated by participant feedback in post-experiment interviews Additionally, Northbrook (2013) highlighted in a video that the shadowing technique is a highly effective learning strategy for college students, emphasizing that increased practice leads to improved outcomes.
The effectiveness of this method is enormously great through the proven evidence that I have attempted to collect in the digital foundation
4.2.4 Students’ attitude towards methods of practice the shadowing technique
Students’ difficulties in deploying the shadowing technique
4.3.1 The level of difficulty of factors hindering the shadowing practice
Statements of problems Very difficult
Neutral Not difficult at all
Table 6: The level of difficulty of factors hindering the shadowing practice
Participants rated various factors that affect their shadowing practice, highlighting that the speaker's pace, unfamiliar terminology, and the speaker's voice significantly impact their performance.
A significant number of students, 17, find the speaker's speed very difficult, while 22 students consider it difficult According to Manseur's (2015) study, nearly all students identified the challenge of imitating the speaker's speed as the primary barrier to practicing shadowing Similarly, research by Omar and Umehara (2010) revealed that students struggle with matching the pace of the input speech.
New vocabulary presents significant challenges for senior English majors during shadowing practice, with 8 students finding it very difficult and 22 students reporting difficulty The introduction of unfamiliar terms can leave shadowers feeling bewildered and flustered, hindering their understanding of spoken sentences Jaramillo & Isaza (2015) suggest that reviewing new terms prior to shadowing can help prevent distractions and facilitate effective vocabulary acquisition.
The speaker's unclear articulation presents a challenge for 31 students attempting the shadowing technique, with 7 finding it "very difficult" and 24 labeling it as "difficult." This difficulty arises from the speaker's varied English accents, which can confuse students However, selecting appropriate shadowing materials and consistently practicing the technique can help mitigate these challenges, as noted by Manseur (2015).
Mother tongue presents a significant challenge for learners attempting to shadow English Familiarity with Vietnamese sounds leads learners to filter English sounds through their native language, causing them to adjust these sounds to resemble Vietnamese phonetics As a result, accurately listening to and mimicking English speech becomes difficult for them.
Language distance, defined as the gap between a mother language and a target language, can hinder learners' ability to process input In the case of Vietnam, it ranks as the third furthest from English However, this language distance does not seem to pose a significant challenge for English-majored students Survey results indicate that only 3 students find it very difficult, 17 find it difficult, 33 find it slightly difficult, while 14 have no comments and 3 do not find it difficult at all.
4.3.2 The frequency of students coping with the shadowing problems
Statements of problems Never Rarely Sometimes Usually Always
I miss some words/phrases/sentences
I try to understand what speaker is saying, so I forget to mimic the speaker
I tent to use incorrect intonation 4 28 28 9 1
I cannot follow speakers' speech rate
Table 7: The frequency of students coping with the shadowing problems
The table illustrates the frequency of participants encountering various shadowing challenges, highlighting common issues such as pronunciation, intonation, concentration, missing sounds, and comprehension of the speaker's voice.
Pronunciation and intonation pose significant challenges for students attempting to imitate speakers, affecting 39% of participants in this research These issues hinder their ability to master communication skills and are often exacerbated by the overreliance on their mother tongue and insufficient guidance from teachers or peers Many students do not actively compare their pronunciation and intonation with that of the speaker, which limits their ability to improve their accent Hamzar (2014) also identified similar pronunciation difficulties among students, attributing mispronunciations to the influence of their native language.
The study indicates that a significant challenge for learners is the inability to keep up with the speaker's speech rate, affecting 51 out of 70 students Additionally, 30 students report occasional difficulties in understanding spoken sentences, while 15 and 4 students experience these issues frequently and consistently, respectively This aligns with Hamzar's (2014) findings, which identified a similar lack of comprehensibility among participants, attributed to insufficient vocabulary and grammar skills Consequently, this hampers the ability of shadowers to mimic the speaker fluently, leading to missed sounds in the input speech, a problem noted by 48 out of 70 students.
Out of 70 students, 39 often struggle with concentration while shadowing, which can be attributed to various factors One significant issue is the noisy and crowded practicing environment, making it difficult for students to focus on sounds and imitate them accurately Additionally, distractions arise when students encounter unfamiliar words or new information, leading them to seek clarification and causing them to lose track of the speech.
According to Manseur (2015), practitioners should avoid relying on subtitles or transcripts when imitating speech, as this is optional and may hinder their development He recommends that shadowers practice without transcripts to enhance their speaking and listening skills To address potential comprehension issues, students are encouraged to listen to the video and review the transcripts multiple times before shadowing, ensuring they grasp the meaning and familiarize themselves with new vocabulary.
4.3.4 Students’ level of satisfaction with the application of shadowing technique at BAV very satisfied satisfied neutral unsatisfied very unsatisfied
Number of native teachers to train shadowing method
Number of subjects in which shadowing method is trained
In-class activities related to shadowing method (peer-to- peer shadowing, audio shadowing, )
Extra activities related to shadowing method (speaking contests, role-play speaking, )
(Projectors, loud speaker, computer, headphones, tape- recorder, )
Table 8: Students' level of satisfaction with the application of shadowing technique at BAV
The table presents student satisfaction levels regarding the application of shadowing techniques in teaching at BAV Qutob (2018) emphasized the significant impact of the learning environment on student satisfaction and learning outcomes Among 70 participants, 20 students reported satisfaction with the number of native speakers, while 16 expressed dissatisfaction, and 34 remained neutral Regarding the shadowing method's application across subjects, 28 students indicated high satisfaction, 34 were neutral, and 8 reported low satisfaction In terms of classroom activities related to shadowing, 28 participants were highly satisfied, 36 had no opinion, and 6 were dissatisfied For extracurricular activities, such as English speaking contests, 34 students expressed high satisfaction, 31 were neutral, and 5 were dissatisfied Lastly, concerning classroom equipment supporting shadowing practice, 43 students felt satisfied, 22 had no opinion, and 4 were dissatisfied.
Senior English majors express high satisfaction with the classroom equipment that facilitates shadowing on campus, reflecting the quality of facilities at BAV The classrooms are well-equipped with projectors, speakers, and microphones, alongside dedicated labs featuring headphones and recorders for each student This comprehensive setup establishes a standard learning environment that effectively supports shadowing practice.
Half of the students reported satisfaction with activities designed to practice shadowing techniques both in and out of class The Foreign Languages faculty frequently organizes English speaking contests, like U-express, to motivate students to showcase their speaking skills and enhance their English communication Additionally, English lessons incorporate engaging activities such as listening to videos, cartoons, and songs, followed by character imitation, which are viewed as creative and beneficial, making the classes more enjoyable.
A total of 28 learners expressed satisfaction with the shadowing technique used in the curriculum, while 34 remained neutral and 8 were dissatisfied Although some lecturers have implemented this method in certain subjects, its application may not be comprehensive throughout the entire learning process, and insufficient training could lead to a lack of impact on students' classroom experiences.