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VOL. 8, ISSUE 1 (2026)
Non-English major students’ perceptions of the shadowing technique in listening and speaking learning
Authors
Thao Duong Thi
Abstract
This study explores the potential suitability
of the Shadowing technique for developing listening and speaking skills among
non-English major students in a tertiary context. The research involved 30
non-English-major students from Thai Nguyen University of Technology in an
experimental group who practiced shadowing over one academic semester. Data
were collected through a post-treatment questionnaire. The findings suggest
that students generally held positive perceptions of shadowing, particularly in
terms of integrated listening - speaking development, learner engagement, and
speaking confidence. However, students also reported challenges related to
speech rate, unfamiliar vocabulary, and concentration. Overall, the results
indicate that shadowing appears to be a potentially suitable instructional
technique for non-English major students, although its effectiveness may depend
on appropriate pedagogical support. Due to the limited sample size, the
findings should be interpreted with caution.
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Pages:17-20
How to cite this article:
Thao Duong Thi "Non-English major students’ perceptions of the shadowing technique in listening and speaking learning". International Journal of Educational Research and Development, Vol 8, Issue 1, 2026, Pages 17-20
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