Examining the Effectiveness of the Shadowing Technique in Enhancing EFL Pupils’ Pronunciation in Primary Schools

Abstract

It is critical for young learners learning English as a second language to grasp pronunciation. Therefore, their capacity to learn and interact effectively might be limited due to the improper pronunciation. Therefore, this study explores how shadowing technique could assist young learners to improve their pronunciation. The study is conducted with Fourth year primary school pupils and teachers at Naimi Fatima in Tiaret and Aich Abd-el-Kader in Dahmouni. A purely qualitative method is selected for the study purpose utilizing interviews (semi-structured for teachers and structured for pupils), and a classroom observation. The results revealed ales positive perception of the technique among both teachers than pupils. Teachers emphasizing its use for small size classes and using advanced materials with enough time for practice per session. Thus, shadowing can improve pronunciation if these conditions are met.