Akofena (Jun 2024)

Exploring Algerian Teachers’ Perspectives on the Role of Speech Shadowing in Enhancing English Intonation and Stress

  • Meryem KEHAL

Journal volume & issue
Vol. 03, no. 012


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Abstract: This qualitative study explores the use of the shadowing technique in teaching English intonation and stress among Algerian educators of English as a Foreign Language. Employing a mixed-methods approach, the research synthesizes thematic analyses of in-depth interviews with statistical analysis of questionnaire responses to examine the technique's effectiveness and challenges. Findings indicate that educators consider shadowing to be a valuable tool for enhancing pronunciation, despite challenges such as cognitive overload and the appropriateness of materials. The adaptability and efficacy of shadowing in various teaching contexts are highlighted, along with its potential for integration with traditional teaching methods. Educators emphasize the need for careful implementation and robust support to maximize the pedagogical benefits. This study not only substantiates the role of shadowing in advancing communicative competence but also sets the stage for further research into its long-term effects and integration with technological advancements in pronunciation pedagogy. Keywords: Shadowing Technique, English Pronunciation, Algerian EFL Educators, Pronunciation Pedagogy, Mixed Methods Approach.