THE IMPACT OF SHADOWING ACTIVITY ON EFL STUDENTS’ SPEAKING FLUENCY
DOI:
https://doi.org/10.22460/eltin.v14i2.p469-478Keywords:
shadowing activities; speaking fluency; EFL students; vocational high school; quasi-experimental study.Abstract
Speaking fluency remains a major challenge for many EFL learners, particularly in vocational high schools where students often have limited opportunities to practice spontaneous oral communication. Although various instructional techniques have been introduced to improve speaking performance, traditional speaking instruction may not sufficiently provide intensive practice for developing fluency. Therefore, this research examined the effectiveness of shadowing activities in enhancing students’ speaking fluency in a vocational high school context. The study used a quasi-experimental design with an experimental group and a control group. The sample consisted of 60 tenth-grade children, with an equal number of students in each group. The experimental group was taught through shadowing activities, and the control group was taught through the traditional method of speaking. Data were collected through speaking performance exams like pre-tests and post-tests. The data were examined via descriptive statistics and an independent sample t-test. The results indicated that students’ speaking fluency was improved more by using shadowing activities than standard teaching. In addition, the post-test findings indicated a substantial difference between the two groups, with the experimental group having a higher mean score than the control group. The study also shows that shadowing can be a useful teaching method to enhance EFL students’ speaking fluency.
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