Using Shadowing Technique to Improve English-Majored Sophomores’ English Speaking Skills at Hanoi University of Natural Resources and Environment

Abstract This research investigates the effectiveness of the shadowing technique in improving the English-speaking skills of second-year English-majored students at Hanoi University of Natural Resources and Environment (HUNRE). The study was motivated by the observation that many students struggle with fluency, pronunciation, and confidence in speaking English, as reflected in the average scores of the Speaking components in the Listening-Speaking 1 and 2 courses. Although the shadowing technique has been proven to be beneficial in enhancing speaking proficiency in various international contexts, limited studies have been conducted within the Vietnamese educational setting, particularly at HUNRE. The study employed a mixed-method approach. A pre-survey was conducted with 66 students to assess their speaking habits, challenges, and awareness of the shadowing technique. Based on these findings, 60 students were introduced to the technique and practiced it over a six-week period using structured materials. A post-survey, designed around linguistic, cognitive, and sociocultural theoretical perspectives, was then administered to evaluate improvements in fluency, pronunciation, automaticity, and learner motivation. In addition, in-depth interviews were conducted with six students representing different proficiency levels to explore their experiences and perceptions in greater detail. Keywords Shadowing technique, Speaking skills, Fluency, Pronunciation, EFL learners, second-year English-majored students at HUNRE.