Exploring the English learners’ experience in speaking by using the shadowing technique

Abstract

Although English has been taught for more than twelve years in schools, speaking remains the most challenging skill for beginner learners. This persistent difficulty arises from the dominance of traditional and ineffective teaching practices that rarely encourage active participation, learner confidence, and real-life communication. In response, this study explores students’ experiences in applying the shadowing technique during the speaking learning process. A qualitative approach was adopted to gain in-depth understanding of learners’ perceptions. The research subjects consisted of five students enrolled in an intensive speaking course at a language school. Data were collected through interviews and classroom observations, both of which captured students’ responses, challenges, and reflections throughout the learning process. The data were then analyzed thematically using coding and categorization to identify key themes emerging from the participants’ experiences. The findings reveal that the shadowing technique plays a significant role in improving learners’ speaking competence. Students reported notable progress in pronunciation, fluency, vocabulary use, and intonation. In addition, shadowing was found to foster greater confidence, as learners gradually overcame anxiety and hesitation when speaking English. Despite initial challenges, such as dealing with fast speech and unfamiliar vocabulary, learners expressed positive attitudes toward the technique. This study concludes that shadowing is an effective and practical Technique to support speaking skill development. Teachers are recommended to incorporate shadowing with suitable modifications, such as simplified input and slower speech rates, to maximize its benefits for learners across varying proficiency levels.