Investigating the Impact of the Shadowing Techinque on EFL Learnes' Spedking Fluency : A Case Study of Second- Year Pupils at Baadji Ali Middele Sckool Bouira

Abstract

This study investigates the impact of the shadowing technique on the speaking fluency of Algerian English as a Foreign Language (EFL) learners. Focusing on second-year pupils at Baadji Ali Middle School in Bouira, the research examines how this technique enhances oral delivery and temporal flow compared to traditional instructional methods. A quasi-experimental, mixed-methods design was adopted, utilizing an experimental group (n = 27) exposed to regular shadowing sessions and a control group (n = 26) following conventional classroom practices, comprising a total sample of 53 students. Data were gathered through oral pre- and post-tests, structured classroom observations, and a closed-ended attitude questionnaire. Post-test results revealed a statistically significant improvement in the experimental group’s fluency, characterized by increased speech rate and fewer pauses. Furthermore, triangulation with observation and questionnaire data indicated that the technique substantially reduced communicative anxiety while boosting learners' conversational confidence, motivation, and engagement. The study concludes that shadowing is a highly effective pedagogical tool for developing oral proficiency in EFL contexts. These findings encourage the systematic integration of shadowing in secondary and middle school curricula, particularly in environments with limited exposure to authentic English input.