The Effect of Shadowing on Pre-intermediate Iraqi EFL Learners’ Pronunciation and Intonation Accuracy

Abstract

This study examined the effect of the shadowing technique on the pronunciation and intonation ability of pre-intermediate Iraqi EFL learners.  the study utilized a pre-test, treatment, and immediate post-test design. A total number of 120 Iraqi EFL learners were initially screened through the Oxford Placement Test (OPT) to establish a homogeneous participant pool, ultimately resulting in a final sample of 90 pre-intermediate learners (n=90) from a private institute in Diwaniyah city. Participants were divided into control and experimental groups, with the experimental group receiving instruction focused on the shadowing technique through a series of pre-recorded English dialogues. The shadowing intervention comprised six progressive steps: initial listening, mumbling, synchronized reading, prosodic shadowing, targeted practice on difficult points, and content shadowing. In contrast, the control group engaged in traditional instructor-led pronunciation practice. To assess the effectiveness of the shadowing technique on pronunciation and intonation, a reading aloud test and a short spontaneous conversation including three to four questions were administered. A nine-point pronunciation scale, with detailed descriptors, facilitated consistent scoring. Two independent raters evaluated pronunciation and intonation in a double-blind manner, and the scores were subjected to statistical analyses. The results revealed the beneficial effects of shadowing technique on both pronunciation and intonation accuracy of Iraqi pre-intermediate EFL learners. the findings underscore the potential of the shadowing technique as an groundbreaking approach in EFL instruction, encouraging educators to integrate transformative methodologies that enhance learners' communicative skills.