FROM LISTENING TO SPEAKING: LEVERAGING THE LANGUAGE SHADOWING TECHNIQUE TO ENHANCE PRONUNCIATION AMONG GRADE 7 ENGLISH LEARNERS

This quantitative pre-experimental study aimed to examine the effectiveness of the Language Shadowing Technique (LST) in improving the pronunciation competence of 30 Grade 7 students at Magatos Integrated School, Asuncion, Davao del Norte. The study focused on stress, intonation, and rhythm. Before the intervention, mean scores were 73.17 for stress, 73.23 for intonation, and 73.20 for rhythm, indicating a “Good” level of pronunciation competence. After a 4-week intervention held on Thursdays and Fridays from 3:30 to 4:30 p.m., mean scores increased to 85.52 for stress, 85.68 for intonation, and 85.63 for rhythm, all in the “Excellent” category. A paired samples t-test showed a significant difference between pre- and post-test scores, t(29) = 13.20, p < .001, demonstrating the effectiveness of Language Shadowing Technique in enhancing pronunciation skills. The study also included interviews and focus group discussions, revealing seven themes about the intervention’s impact, such as improved auditory discrimination and enjoyment of activities. Suggestions for future improvement included using authentic materials and extending the intervention period. These results support Language Shadowing Technique as an effective tool for developing pronunciation competence in English learners. Keywords: Grade 7 students, Philippines, Pronunciation, Shadowing Technique, English Language Learning