THE SHADOWING STRATEGY IN TEACHING SPEAKING TO EFL LEARNERS

Abstract

In the context of learning English as a foreign language (EFL), speaking skills often pose a major challenge for students due to factors such as anxiety, lack of confidence, and difficulties in phonological aspects such as pronunciation, intonation, and word stress. The shadowing strategy, which involves students listening while simultaneously imitating the speech and facial expressions of native speakers, is one method that has begun to receive significant attention due to its relevance to students' needs, particularly in the context of speaking. This study explores how shadowing is used and how students perceive the use of the shadowing strategy. Using triangulation methods such as observation, interviews, and closed-ended questions in high schools, this study shows that the shadowing strategy is effective in improving students' phonological skills. The findings indicate that the shadowing strategy can create a more supportive and enjoyable classroom environment. As a result, students respond enthusiastically and are eager to continue improving their speaking skills using this strategy.