Pedagogical implications of shadowing for the EFL classroom

Abstract

This research synthesis aims to report on research about the recent technique called Shadowing and its influence on the EFL classroom. The study includes quantitative, qualitative and mixed-method primary research which was selected based on an inclusion and exclusion criteria, such as publication date, data collection method, level of participants, etc. A total number of 15 studies were analyzed in order to explore the effects of Shadowing on listening, speaking and the learners´ psychological factors. Findings reveal that (1) Shadowing improves listening bottom-up skills in low and intermediate-level learners, (2) Shadowing enhances prosodic elements and accelerates speaking proficiency in high-level learners and (3) this strategy has a significant influence in upgrading students’ attitudes towards English as a Foreign Language (EFL).