The Effects of Shadowing Activities on EFL University Students' English Pronunciation and Perceptions of English Learning

This study aims to examine the effects of shadowing activities on the English pronunciation and learning perceptions of EFL university students. The research involved 32 first-year students who consistently participated in 10 weeks of shadowing assignments. Throughout the study, pre- and post-recording tasks were transcribed and analyzed using a paired-sample t-test to measure the degree of pronunciation improvement. In addition, at the end of the semester, a Google online survey was administered to gather insights into the students' perceptions of the shadowing activities. The results showed that shadowing activities significantly improved students' pronunciation clarity and fluency, helped maintain their motivation and interest in English learning, and boosted their confidence in communicating in English. Furthermore, students gained confidence in handling difficult pronunciations and reducing errors. Based on the findings, the study recommends expanding the use of shadowing activities in EFL education, as they help students naturally acquire suprasegmental aspects like rhythm, stress, and intonation, which in turn lead to clearer pronunciation. Additionally, implementing a feedback system using speech-to-text technology is suggested to provide learners with detailed feedback, enabling them to identify areas for improvement and reinforcing their motivation to achieve greater proficiency in English.