Supplementary data to A Systematic Review of research on the use of shadowing for second language pronunciation teaching

Name: Supplementary data to A Systematic Review of research on the use of shadowing for second language pronunciation teaching
Published: 2025-01-01T00:00:00Z
License: https://ora.ox.ac.uk/terms_of_use

Whitworth, B

Documentation:: Supplementary Data to A Systematic Review of research on the use of shadowing for second language pronunciation teaching

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APA Style

Whitworth, B. (2025). Supplementary data to A Systematic Review of research on the use of shadowing for second language pronunciation teaching. University of Oxford.

MLA Style

Whitworth, B. Supplementary Data to A Systematic Review of Research on the Use of Shadowing for Second Language Pronunciation Teaching. University of Oxford, 2025.

Chicago Style

Whitworth, B. 2025. “Supplementary Data to A Systematic Review of Research on the Use of Shadowing for Second Language Pronunciation Teaching.” University of Oxford.
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Files:: Data for SR on Shadowing.docx

(Submitted manuscript under review, doc, 26.8KB, Terms of use)

Authors/Creators

+ Whitworth, B More by this author/creator

Role:: Creator

Contributors

+ Rose, H

Institution:: University of Oxford
Division:: SSD
Department:: Education
Oxford college:: Linacre College
Role:: Contributor
ORCID:: 0000-0002-6434-6663

Publisher:: University of Oxford
Publication date:: 2025
DOI:: 10.5287/ora-rd6y6ee2v

Language:: English
Pubs id:: 2101896
Local pid:: pubs:2101896
Deposit date:: 2025-04-02

Related item:: A systematic review of research on the use of shadowing for second language pronunciation teaching
Description:: This systematic review focuses on a popular pronunciation teaching technique: shadowing. The review explores the evidence available on the effectiveness of shadowing for improving L2 learners’ pronunciation, and learners’ evaluations of the technique. Six databases were searched for eligible studies, with a total of 44 studies included after screening. Results from these studies are presented in a narrative synthesis. In general, the evidence presented suggests that shadowing training can help improve learners’ comprehensibility, intelligibility, and accentedness, as well as certain aspects of suprasegmental pronunciation control, such as fluency and prosody. Research into the impact of shadowing on segmental pronunciation control was, however, inconclusive. In terms of student perceptions, learners appear to view shadowing as interesting, enjoyable, and effective. However, results are tempered by a number of methodological issues. For instance, in studies exploring pronunciation improvement, there was an over reliance on controlled speaking tasks, and a lack of connection between acoustic measurements and real listener judgments. In studies exploring learner perceptions, there was also a predominance of survey-based research and teacher-collected data. Future studies are advised to address these issues by including both spontaneous and controlled tasks, combining acoustic measurements and listener judgments, and employing more qualitative methods.

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