THE EFFECTS OF SHADOWING TECHNIQUES ON GRADE 11 STUDENTS' ENGLISH SPEAKING SKILLS IN A HIGH SCHOOL IN PHU THO PROVINCE
DOI:
https://doi.org/10.59266/houjs.2025.752Từ khóa:
learning strategy, rural education, shadowing techniques, speaking skillsTóm tắt
This study investigated the effectiveness of shadowing techniques in enhancing the English speaking skills of Grade 11 students in rural Phu Tho province, Vietnam. Using a quasi-experimental design, the research compared an experimental group (n=20) receiving shadowing treatment with a control group (n=20) following traditional instruction over an 8-week period. Speaking performance was assessed using the Cambridge A2-level rubric, which evaluates five components: content, vocabulary, language usage, fluency, and pronunciation. Results revealed statistically significant improvement in the experimental group's overall speaking skills, with an 8.0% increase compared to the control group's 2.2% improvement (t=3.016, p<0.05). Component-wise analysis showed shadowing's strongest impact on pronunciation (d=0.89) and fluency development (d=0.71). Students expressed overwhelmingly positive attitudes toward shadowing, with 95% indicating a desire to continue using the method. The findings suggest that shadowing techniques provide an effective pedagogical approach for developing speaking skills in resource-constrained rural educational settings, offering practical solutions for authentic language exposure and skill development.
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