APPLYING THE SHADOWING TECHNIQUE TO ENHANCE SPEAKING PROFICIENCY AMONG ENGLISH MAJORS: OBSTACLES AND REMEDIES

This research examines the efficacy of the shadowing strategy in enhancing speaking proficiency among third-year English majors at Hanoi Metropolitan University. The study utilized a mixed-methods approach, including quantitative surveys and qualitative interviews, to emphasize students' confidence, fluency, and pronunciation. Results indicate that although the majority of participants exhibited enhancements in fluency and pronunciation, difficulties remain. Primary challenges encompass restricted access to suitable resources, cognitive stress, and the struggle to keep a regular practice regimen. Furthermore, students underscored the necessity of consistent feedback to evaluate progress and target certain areas for enhancement. The difficulty of aligning with the natural tempo of native speakers frequently resulted in dissatisfaction and diminished motivation. In light of these findings, we advocate for organized, supervised shadowing sessions, the supply of varied, interest-aligned resources, and a comprehensive feedback mechanism. Customizing shadowing resources for varying competence levels and including other activities, such as role-playing, may further augment language acquisition. This study highlights the significance of organized support in optimizing the effectiveness of shadowing for enhancing speaking proficiency.