The Effectiveness of the Shadowing Technique in Improving Pronunciation of Libyan EFL University Students at Bani Waleed University

Abstract

Pronunciation is a critical aspect of English language learning, yet many EFL learners face persistent difficulties in achieving accuracy and fluency. This study explores the effectiveness of the shadowing technique in improving pronunciation among Libyan university students at Bani Waleed University. A quasi-experimental design was adopted with 18 undergraduate English majors who received a three-month shadowing intervention as part of their phonetics course. Pre- and post-tests were conducted to measure pronunciation performance, and a semi-structured questionnaire was administered to capture learners’ attitudes and perceptions. Statistical analysis indicated a significant improvement in students’ pronunciation scores after the intervention (p < 0.001). Qualitative findings revealed that participants reported enhanced fluency, greater confidence, and positive engagement with the technique, despite initial challenges in keeping pace with the speaker. The study concludes that shadowing is an effective instructional tool for developing pronunciation and oral proficiency. It further recommends integrating structured shadowing activities into pronunciation courses, supported by teacher feedback and appropriately graded materials.