Shadowing Techniques-2023

MINISTRY OF INDUSTRY AND TRADE
INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY

FACULTY OF FOREIGN LANGUAGES
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GRADUATION THESIS
THE IMPACT OF APPLYING SHADOWING
TECHNIQUES TO IMPROVE SPEAKING SKILLS OF
ENGLISH-MAJORED STUDENTS AT FFL-IUH
STUDENT NAME & ID: BUI THI NGOC NHI - 20118171

BUI PHAN QUYNH GIANG - 20014631
HO THI THAO AN - 20118151
CLASS CODE : DHAV16B - C
COHORT : 2020 - 2024
SUPERVISOR NAME : LE THI THUY, M.A.
HCMC., 11/2023
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GRADUATION THESIS
THE IMPACT OF APPLYING SHADOWING
TECHNIQUES TO IMPROVE SPEAKING SKILLS OF
ENGLISH-MAJORED STUDENTS AT FFL-IUH
STUDENT NAME & ID: BUI THI NGOC NHI - 20118171

CLASS CODE : DHAV16B - C
COHORT : 2020 - 2024
SUPERVISOR NAME : LE THI THUY, M.A.
HCMC., 11/2023
------
Student name & ID : BUI THI NGOC NHI - 20118171

Class Code : DHAV16B - C
Cohort : 2020 - 2024
Supervisor Name : LE THI THUY, M.A.
Student’s declaration: I declare that this graduation report is entirely my own work and does not
involve plagiarism or collusion. It also has not been accepted as part of a submission to another
purpose elsewhere. I accept heavy penalities for any cheating or plagiarism.
Date submitted : November 15th, 2023

Signed :
Word count : 7,778 words

ABSTRACT
Acquiring foreign languages on technology platforms is gradually becoming a trend for
everyone. Shadowing techniques are very popular among English learners in general and
speaking skills in particular. Therefore, this study aimed to investigate the positive effects of
applying shadowing techniques and reveal the challenges encountered by learners through the
imitation of indigenous speakers. Quantitative methodology was employed to highlight the
positive effects of applying this method and understand students' challenges while incorporating
shadowing techniques into verbal communication. The questionnaire was used as a main tool to
collect data from 100 English-majored sophomores who are experiencing speaking 2 at IUH.
From the data analysis, it was found that the biggest benefit of applying shadowing techniques
could help learners improve their vocabulary, aiding their improvement in fluency,
pronunciation and intonation. Participants, however, encountered some challenges including
lack of vocabulary or grammar knowledge and afraid of making mistakes while practicing which
hindered learners from fully absorbing the knowledge during practice.
Keywords: Obstacles, Positive effects, Shadowing Techniques, Speaking skills.
ACKNOWLEDGEMENT
We would like to offer our heartfelt appreciation to everyone who has helped and guided us
throughout the journey of completing this thesis.
First and foremost, we are immensely grateful to our thesis advisor, Ms. Thuy, for your unwavering
support, invaluable guidance, and expertise. Her insightful feedback and constructive criticism
have contributed to the direction and quality of this paper.
We would also like to extend our admiration to the members of our thesis committee for their
valuable time, expertise, and valuable suggestions. Our input and critical evaluation have
significantly enhanced the rigor and depth of this thesis.
We are indebted to the participants of this study, whose willingness to share their experiences and
insights has been crucial in generating meaningful findings. Their contributions have added
immense value to this research.
Furthermore, we would like to acknowledge the support and encouragement received from our
family and friends. Their unwavering belief in us and their constant motivation have been a source
of strength throughout this challenging journey.
Lastly, we would like to express our gratitude to the academic community, research institutions,
and libraries for providing access to valuable resources and literature that have enriched this thesis.
Without the collective support and guidance of all these individuals and organizations, this thesis
would not have been possible. Thank you once again for your invaluable contributions.
Table of contents
CHAPTER 1: INTRODUCTION ................................................................................................ 1
1.1. Rationale ............................................................................................................................... 2
1.2. Objectives ............................................................................................................................. 3
1.3. Research questions ................................................................................................................ 3
1.4. Scope of the study ................................................................................................................. 3
CHAPTER 2: LITERATURE REVIEW .................................................................................... 5
2.1. Definitions of key terms ....................................................................................................... 6
2.1.1. Definitions of speaking skills ......................................................................................... 6
2.1.2. Definitions of shadowing techniques ............................................................................. 7
2.2. Previous studies .................................................................................................................... 8
2.2.1 Effects of applying shadowing techniques in learning speaking skills ........................... 8
2.2.2. Challenges of applying shadowing techniques in learning speaking skills ................. 11
CHAPTER 3 RESEARCH METHODOLOGY ....................................................................... 14
3.1. Research site ....................................................................................................................... 15
3.2. Participants.......................................................................................................................... 15
3.3. Research Methodology ....................................................................................................... 15
3.3.1. Research Methodology................................................................................................. 15
3.3.2. Research Methods ........................................................................................................ 16
3.4. Procedure ............................................................................................................................ 16
3.5. Data analysis ....................................................................................................................... 17
CHAPTER 4: FINDINGS AND DISCUSSIONS ..................................................................... 18
4.1. Findings from a questionnaire for English-majored students. ............................................ 19
4.1.1. General information of participants ............................................................................. 19
4.1.2. The benefits of applying shadowing techniques in fostering speaking skills .............. 23
4.1.3. The challenges of applying shadowing techniques in fostering speaking skills .......... 25
4.2. Discussions from a questionnaire for English-majored students ........................................ 28
4.2.1. The benefits of applying shadowing techniques in fostering speaking skills. ............. 28
4.2.2. The challenges of applying shadowing techniques in fostering speaking skills .......... 29
CHAPTER 5: CONCLUSION ................................................................................................... 31
5.1. Conclusion .......................................................................................................................... 32
5.2. Recommendation ................................................................................................................ 32
5.3. Limitations of the study ...................................................................................................... 33
5.4. Suggestions for further study .............................................................................................. 33

REFERENCES ............................................................................................................................ 34
APPENDICES.............................................................................................................................. 37
List of tables and figures
Figure 4.1. Learners current speaking English proficiency level (Based on Cambridge English
Scale) ............................................................................................................................................ 19
Figure 4.2. How learners familiar with shadowing techniques ................................................... 20
Figure 4.3. Platforms utilized by learners to implement speaking shadowing techniques .......... 21
Figure 4.4. Long-term goal when using shadowing techniques ................................................... 22
Table 4.1: Positive effects of using shadowing techniques .......................................................... 23

Table 4.2: Challenges of using shadowing techniques ................................................................ 25
List of abbreviation
1. FFL: Faculty of Foreign Languages
2. IUH: Industrial University of Ho Chi Minh City
Student’s names: Bui Thi Ngoc Nhi, Bui Phan Quynh Giang, Ho Thi Thao An
CHAPTER 1: INTRODUCTION
Supervisor: Le Thi Thuy M.A. Page | 1

1.1. Rationale
Recently, conquering the English language ability of English-majored students is still an alarming
matter, specifically speaking skills. It can be seen as an indispensable part overall, nevertheless,
English language learners are easily prone to lose their enthusiasm or persistence in English. In
order to solve these problems, the importance of implementing shadowing techniques has been
proven by Tamai (1997), shadowing is a technique in which learners simultaneously observe the
speed at which they hear and pronounce it as clearly as possible. When practicing shadowing,
learners specifically hone their ability to pronounce like native speakers. As Shockley (2004)
concludes, imitation is a common human trait, and shadowing is a language learning technique.
Learners will rely on topics to mimic speech, repeating each word immediately after hearing it.
Regardless of their ability to shadow, this activity often leads to beginning confusion because the
task requires high awareness processing and places a heavy memory load on the shadowing part
stated by Hamada (2014).
From that, we deeply acknowledge that shadowing techniques pose a huge impact on changing the
learning styles of English learners and increasing their motivation in the English language.
Additionally, another key advantage of shadowing techniques is to encourage learners to imitate
the speech patterns and accents of native English speakers. Due to the fact that the shadowing
method is basically well-known as a tool to assist learners in mastering these aspects by thoroughly
mimicking their native speakers’ pronunciation, intonation, rhythm, and pacing, leading language
learners can develop a more native-like accent productively. According to Luque (2022) “with
shadowing, students become more able to produce the original sounds. Phoneme perception among
low-proficiency learners is poor, and through short-term shadowing training, learners quickly
advance to an intermediate learners’ level”. Consequently, English learners can develop a more
authentic and natural speaking style. This practice significantly improves their ability to
communicate effectively and be understood by others. Furthermore, applying shadowing
techniques encourage English students to speak without hesitation or breaks, allowing them to build
confidence and improve their verbal fluency. Following the perspective of Chung (2010), the
author said that shadowing has a favorable impact on English students' self-assurance when
utilizing English language. Through continuous practice, learners can enhance their ability to
speak at a natural speed, which makes conversations flow more smoothly and boost their overall
language proficiency. Having acknowledged that accurate pronunciation and appropriate

intonation are considered as prominent components of successful communication.
With an attempt to combine shadowing techniques in the learning-English process, this research
aims to facilitate a beneficial environment for growing their speaking skills, especially reducing
the heavy pressure of students that last for a long time through mimicking indigenous speakers. By
incorporating shadowing techniques into language learning programs, educators and lecturers can
empower students to speak more confidently and naturally, instead of following traditional
directions. Ultimately leading to greater success and proficiency in English language acquisition.
Based on that reason above, we made the decision to conduct this research on second-year English-
major students at the Faculty of Foreign Languages.
1.2. Objectives
In this study, a shadowing tool involves listening to native speakers and simultaneously repeating
their words and intonation patterns. Therefore, the first aim of this study is to investigate the
positive effects of applying shadowing techniques on enhancing speaking competence among
English learners by using shadowing techniques at the Faculty of Foreign Languages (FFL) in the
Industrial University of Ho Chi Minh City (IUH). Specifically, the researchers would like to
upgrade learners to build their confidence and improve their verbal fluency, thus, encouraging
English language students to speak without hesitation. Another objective of the research is to reveal
the challenges encountered by learners through the imitation of indigenous speakers. In other
words, partly promoting in reducing the long-lasting pressure on learners, the researchers expect
that this study may be useful for educators and lecturers, empowering students to speak more
confidently and naturally, rather than adhering to traditional approaches. Ultimately, this can lead
to greater success and proficiency in acquiring the English language.
1.3. Research questions
1. What are the positive effects of applying shadowing tech on improving speaking ability among
English - majored sophomores at IUH?
2. What are the challenges for English-majored students when applying shadowing techniques?
1.4. Scope of the study
In order to make the paper more believable and specific, the research was focused on 100 English-
majored sophomores who are enrolled at the FFL in the IUH. During the study period of second-
year students of speaking 2, the survey was conducted for a maximum period of one week from
November 19 to November 25. Each participant was requested to fill out a brief questionnaire
including three main parts that evaluates their English level of self-efficacy and beneficial aspects
of shadowing method and then disclose the challenges that English learners have been facing while
utilizing the shadowing techniques on developing English speaking skills.

CHAPTER 2: LITERATURE REVIEW

2.1. Definitions of key terms

2.1.1. Definitions of speaking skills
Hussain (2017) supposed that language is first and foremost a spoken and not a written entity.
Human beings talked and listened ages before there was anything for them to read. This is why it
is said that in the long history of the human race, the invention of writing was an event of yesterday.
Speaking is a major skill in communication.
When it comes to an individual proficiency, it typically means someone capable of generating
meaningful sentences in that language. It is reasonable to assume that the English learners
embarking on the journey of acquiring a foreign language aspire to enhance their proficiency in
productive skills, specifically writing and speaking. These learners evaluate their advancement in
the target language based on their fluency in communication.
Contrary to a simplistic view, speaking goes beyond crafting grammatically correct sentences and
delivering them with proper pronunciation. A classic example of a grammatically correct yet
semantically flawed sentence is "Colorless green ideas sleep furiously" composed by Chomsky in
1957. Consequently, language educators must acknowledge that speaking involves more than mere
mechanical aspects. The three knowledge domains comprising speaking ability can be outlined as
follows:
- Mechanics (pronunciation, grammar, and vocabulary): Employing the correct words in the proper
sequence with accurate pronunciation.
- Functions (transaction and interaction): Understanding when clarity of the message is crucial
(transaction/information exchange) and when precise comprehension is less critical
(interaction/relationship building).
- Pragmatics, Social, and Cultural Rules and Norms (turn-taking, rate of speech, length of pauses
between speakers, relative roles of participants): Grasping how to consider who is communicating
with whom, under what circumstances, discussing what, and for what purpose.
The importance of speaking skills
In today's globalized world, effective communication is crucial for success across various fields.
Language serves as a fundamental tool for communication, and achieving one's aims and objectives
is impossible without it. “Speaking also is one of the most important in our lives, because speaking
or oral communication is necessary to use in daily activities” (Rahayu, 2015, p.2). Given the global
nature of communication, there is a necessity for a common language, and English, being widely
spoken internationally, fulfills this role, enabling interaction across diverse regions and continents.
Among the language skills, speaking is identified as the most significant in acquiring a foreign or
second language. Brown and Yuke (1983) emphasize that real-life situations often judge
individuals based on their speaking skills. This proficiency is not only essential for language
learning but also holds great importance in professional settings. Job interviews increasingly assess
candidates based on their oral communication skills, including participation in debates and group
discussions. Professionals rely on effective speaking skills for tasks such as giving presentations,
promoting products, and providing training as well.
“Mastering in speaking is the most important aspect of learning English and success is measured
in terms of the ability to carry out a conversation in language” (Rahayu, 2015, p.3). Therefore, the
impact of speaking skills extends beyond professional settings; an articulate speaker has the ability
to captivate and inspire an audience, drawing their complete attention and engagement. In essence,
effective communication through speaking skills is recognized as a vital element influencing
success in various aspects of life.
2.1.2. Definitions of shadowing techniques
To begin with, shadowing is best known as a listening technique that aids the bottom-up process
of verbal communication skill. Connecting with that opinion, the authors suggest “Shadowing is a
kind of “repeat-after-me” type exercise, but rather than waiting until the end of the phrase heard,
learners are required to reproduce nearly at the same time” (Luo & et al., 2008, p.2807). Hence, by
the ways of training the learners’ ears to recognize the phonological letter, words, phrases or
expressions through indigenous speakers, English learners can gradually access the flows of
speaking skill naturally.
The idea of shadowing dates back to Cherry’s study (1953), the author suggested that the logical
concepts involved in the identification of speech appear to need that the brain maintain a large
"store" of probabilities, or at least of probability-ranking probabilities. Through his experimental
research, the participants in his voice recognition experiment listened to two separate sections. To
ensure that they were only paying attention to one of the paragraphs, the participants were asked
to repeat it simultaneously, which is shadowing. The shadowers can imagine that shadowing also
refers to listening comprehension in which their ears receive the given information - phrases, words
expression, intonation - and that the English language is perhaps being generated. Likewise,
according to the perspective of prior to the advanced stage of translating one language into another,
shadowing has been used for beginner translators to practice listening to one language and
repeating it simultaneously. Shadowing was then used for listening practice in teaching because
shadowing involves listening to and repeating the input.
Technically speaking, “shadowing is a paced, auditory tracking task which involves the immediate
vocalization of auditorily presented stimuli, i.e. word-for-word repetition, in the same language,
parrot-style, of a message presented through headphones” (Lambert, 1992, p.266). And cognitive
psychologists and neuropsychologists have frequently utilized this approach to explore selective
attention in humans. However, more relevant to conference interpretation, and as contentious as it
may be, shadowing is typically used as part of the training process used with rookie interpreters,
who must first learn how to listen and speak simultaneously before attempting to interpret in
another language to translate (from one language to another).
In short, this activity can be considered as a tool to expand their fluency and coherence for verbal
correspondence. Moreover, without written scripts, language learners have to simultaneously
recreate what they hear and echo the intonation excessively.
2.2. Previous studies
2.2.1 Effects of applying shadowing techniques in learning speaking skills
To begin with, there is no doubt that the development of shadowing techniques has made a huge
contribution in education recently. This means that it helps many English learners to overcome the
worst stages of speaking skills to gradually become fluid and proficient in English. And according
to the opinions of Hamada (2016b, p.167), the author said that “Shadowing is assumed to benefit
overall speaking skill development”. Yet, have the same feelings as Hamada, “The shadowing
technique is an interesting technique to apply in learning speaking because this technique requires
students to figure out audio based on its pronunciation so that students can analyze and follow how
to produce an utterance appropriately” (Rosyidi, A. Z., Masyudi, M., & Paris, A. S., 2022, p.282).
These two researchers also consider shadowing techniques as one of the ways available for learning
to enhance speaking ability. Additionally, in order to emphasize the importance of shadowing
techniques, the researchers Yavari, F., & Shafiee, S. (2019, p.871), they declare “Students could
get demotivated and have no interest if they do not use speaking strategies to practice speaking
fluency in the classroom. However, if students are given enough chances to practice speaking using
the right strategies, they will be interested and motivated. One of these strategies is using
shadowing and tracking to improve oral performance”. Based on our study, we discovered that this
shadowing techniques can help students with their speaking challenges which include these
following factors:
Improve working memory:
According to Utami & Morganna (2022), the shadowing method focuses on improving the learner's
working memory. Specifically, the shadowing technique stimulates the cognitive region
responsible for generating vocal sounds and echoing information. Additionally, Hamada (2014)
highlighted that implementing the shadowing technique helps students automate their speech
perception, enhance their working memory capacity, and reinforce the learning process, allowing
them to retain phonological information in memory for longer periods. Regarding managing mental
lexicons, the shadowing techniques instruct students on various aspects, including timing for
speech imitation and vocabulary usage.
According to Sugiarto et al. (2020), the shadowing technique allows students to effectively manage
their mental lexicons, encompassing the development and processing of vocabulary. Additionally,
the shadowing technique stimulates students' memory and enables them to generate rapid responses
to English speech as input (Thi Huyen et al., 2020).
Shadowing reinforces learners' phonological coding and their speech perception, which involves
evaluating what they hear and converting it into phonological form. This is achieved through
training the phonological loop, a component of working memory (Baddeley, 2007). By practicing
the shadowing technique, learners can develop automaticity in their speech perception, enhance
their working memory capacity, and reinforce the rehearsal process. Consequently, they can retain
phonological information in their phonological loop for extended periods of time (Kadota, 2007).
Improve student’s fluent and pronunciation in speaking skills:
According to Utami & Morganna (2022), learners who engage in shadowing technique exercises
experience improved oral fluency and become more adept at imitating native speakers through this
technique. Shadowing also helps them manage their vocabulary and enhance their speaking
fluency. In other words, students are taught to use shadowing techniques to automatically improve
their pronunciation.
Zakeri's research (2014) demonstrated the effectiveness of shadowing in enhancing the speaking
fluency of EFL learners. The study established a clear connection between practicing shadowing
and improved performance in spoken English proficiency.
According to Wong (1993), there is a correlation between pronunciation and listening
comprehension. The research highlighted the interrelationship between accurate pronunciation
skills and the ability to effectively comprehend spoken language. During listening activities, the
listeners' brains naturally imitate the sounds they hear. To develop proficiency in pronunciation,
speakers must become familiar with each individual sound and be able to produce them orally.
Wong further stated that the shadowing technique is particularly suitable for this purpose as it
involves repeating and actively comprehending the audio content, facilitating a deeper
understanding of the sounds and their proper reproduction.
Improve speech speed, boost motivation:
According to Utami & Morganna (2022), in exercises utilizing the shadowing technique, students
focus on important aspects of pronunciation by copying the speaker's speed, rhythm, pressure,
intonation patterns, and other characteristics from the video. Shadowing requires intense
concentration and helps students improve their prosody, concentration, and adaptation to natural
speed.
Hsieh, Dong, and Wang (2013) found that after implementing shadowing treatment, particularly in
listening activities, learners were able to pronounce words more accurately. The research
demonstrated the effectiveness of the shadowing technique in facilitating the acquisition of English
intonation and improving pronunciation, fluency, and intonation, all of which were focal points of
the study.
Additionally, the shadowing technique helps learners enhance both their pronunciation and
vocabulary skills. The key distinction between shadowing and repetition lies in their execution. In
the shadowing technique, learners must quickly identify words, requiring focused thinking. The
advantages of shadowing include promoting attention to language input, enhancing learner focus,
providing ample practice opportunities, and serving as a source of motivation for learners (Kwan,
2008).

2.2.2. Challenges of applying shadowing techniques in learning speaking skills

According to Winnie (2023, p.823), the researchers declare that the English language is one of the
most widely spoken worldwide languages. As a result, achieving proficiency in a second language,
specifically verbal communication, can be considered as a mandatory factor for English language
learners. Nevertheless, there are still many students who are struggling to find the proper ways in
order to make huge progress in English. Following the perspective of Quyen, Nga and Nguyen
(2018, p.38), “It is not easy for English learners in this context to achieve their fluency and
proficiency in English speaking skill due to certain internal and external factors”. Furthermore,
another issue for them is the development of speaking abilities through shadowing tactics. “Low
and intermediate level students can have difficulty in the implementation of shadowing techniques
as they are not familiar with challenging linguistic aspects of the language” stated by Saricoban
(2023, p.43). Moreover, there haven't been many studies conducted on shadowing techniques in
English language learning, which is another disadvantage (Miyake, 2009). Consequently, based on
the research mentioned above, we came to three conclusions.
The role of awareness in learning English:
The key to developing effective learning experiences is awareness. Santoso I. (2014, p.5) suggests
that "Sense data can be confirmed by an observer without necessarily implying understanding".
This means that mental awareness involves the ability to pay attention or respond to the events and
experiences that English learners encounter in the classroom. While conscious cognitive processes
are essential in second language acquisition, the significance of unconscious processes in language
comprehension and production should not be disregarded, as both contribute to second language
learning. However, there are still many educators who have not been made aware of their individual
strengths, weaknesses, or learning styles during their schooling, as stated by Rinkevičienė &
Zdanytė (2002). Therefore, English learners must be supported in discovering effective learning
styles and aids to cultivate a passion for learning in their schools. Shadowing in English language
learning has certain disadvantages due to its complexity and the limited research conducted on the
topic.
Poor listening comprehension:
According to Gilakjani & Sabouri (2016), listening skill is an essential relationship in the
communication process. Consequently, the sound through the native speakers which is reproduced
and imitated in order to upgrade your verbal communication skills. Due to “The need for more
concentration on the listening skill since it is the only source for EFL learners to get acquainted
with the authentic English language to be able to promote and develop their oral skills” stated by
Abu-Snoubar (2017, p.131). It can be said that this combination is designed to enhance the quality
of education and support students' successful academic achievement in schools. Nevertheless, a
huge number of English learners are still facing listening difficulties. Firstly, students didn't have
enough time to finish all the activities in one lesson. Secondly, the presence of multiple voices and
sounds while students were trying to repeat words could make it difficult for them to concentrate
fully on each activity. However, this study showed that using the Shadowing Technique is a highly
effective method for improving students' listening skills, as evidenced by their positive attitudes
towards learning through this technique (THONGMAK, 2022)
Technique complexity and the lack of research:
Shadowing can be challenging due to the need to quickly articulate the verbal sequence as soon as
it is heard (Kirkwood, 2019). Another disadvantage is the limited research conducted on shadowing
in the context of English language learning. This lack of extensive studies makes it difficult to
clearly define what shadowing activities entail and determine their effectiveness. The scarcity of
research, coupled with the uncertainty surrounding its implementation, may lead to some teachers
being hesitant to incorporate the technique into their teaching practices (Arthurson, 2019). Miyake
also states that the technique can be challenging because it requires immediate articulation of the
verbal sequence as soon as it is heard (2009).


CHAPTER 3 RESEARCH METHODOLOGY

3.1. Research site

To begin with, the researchers chose IUH for research because the school allowed the researchers
to directly evaluate the effectiveness of shadowing in this academic environment. The writers who
are the students have been experiencing this school for 4 years. We understand very well the
benefits and challenges related to motivating students to learn foreign languages, especially the
skills of applying shadowing in English. Furthermore, choosing IUH as the place for the survey is
an advantage for the researchers to comprehend the educational context and students at the school.
English learners are able to feel more comfortable when participating in a survey from someone in
the same major. Along with their agreements, this institution helps researchers collect information
conveniently and effectively. Additionally, with a deep understanding of applying shadowing
skills, the researchers can ask detailed questions and receive honest feedback. Therefore,
conducting research at IUH not only provides significant support in collecting information but can
also create opportunities for researchers to collaborate and share information with learners in the
future. Considering these factors, choosing IUH for the research is a practical and legitimate
decision.
3.2. Participants
The goal of the survey is to research 100 learners who are second-year speaking students at FFL -
IUH. In addition, the researchers are also in the same major as the learners, so this is very
convenient in data collection and analysis. From there, the researchers can directly assess the
benefits and challenges that English learners are facing to easily draw conclusions and have
effective strategies for learners' needs.
3.3. Research Methodology
3.3.1. Research Methodology
The main advantage of quantitative research is its ability to employ experimental methods in testing
specific assumptions based on general principles. Babbie (1992) argued that quantitative research
relies on experimental and survey methods to test specific hypotheses against general principles. It
excels in inductive reasoning, as it allows for the construction and expansion of theories pertaining
to relationships between phenomena. In the realm of scientific research, theory and research
interact with each other through an ongoing cycle of inference, induction, deduction, and induction.
With the use of measurement and analysis data, Analyzing and studying numbers brings high
accuracy. Results can be measured consistently and can be properly controlled and quantified by
the researcher. In general, this method allows the researchers to collect data from a large sample,
which helps produce general and comprehensive results. Moreover, it is flexible with many
subjects and time periods, helping research to be carried out on a large scale and over a long period
of time.
3.3.2. Research Methods
The researcher chose to use the multiple-choice question format because it enabled the quick and
efficient collection of data from a large number of participants. Learners could complete questions
quickly, reducing time and effort compared to other survey methods. The survey is divided into 3
separate parts. The first part is the learner's general information about practicing speaking skills
while the next part is the level of agreement about the benefits from applying shadowing
techniques. The last part is more special when combining the difficulties that learners encounter
with whether the learner continues to want to use shadowing techniques after experiencing them
throughout their learning process. Organizing a multiple-choice survey allows collecting opinions
from a wide audience, helping to ensure popularity and diversity in collected data. Multiple choice
questions are designed to measure opinion or knowledge in a precise and unambiguous way. This
enhances the accuracy of the data collected. Data from multiple choice surveys are often suitable
for statistical analysis, helping researchers draw conclusions and produce reports effectively.
3.4. Procedure
In phase one, the research team plans to design a questionnaire within 1 week based on factors
related to the benefits and challenges of applying shading techniques to learners. During the
research process, the researcher also encountered countless difficulties besides the benefits, the
researcher decided to choose the questionnaire method for the survey. Because this method
provides the ability to classify opinions and reviews into specific groups, helping to identify trends
and differences in data. Participants also felt comfortable answering the survey without revealing
much personal information, increasing the authenticity of the data.
Therefore, in the second step, the researcher finds it easy to make statements for learners to choose
based on their level of agreement. Choosing surveys based on this level of agreement provides
insight into the emotional level and measure of the learner's experience. At the same time,
researchers can better understand learners' emotions and evaluate their experiences.
In the final step, the researcher chose a parallel survey between offline and online surveys to
facilitate data collection. The offline version was printed out and went to each speaking classroom
2 while the online survey version was shared as a Google Form. As a result, researchers can save
time thanks to the ability to automate data collection and processing, minimizing effort and the risk
of errors. Online surveys allow learners to participate anytime, anywhere, increasing engagement
and convenience for them. It took researchers a week to conduct the survey. Combining both online
and offline survey types helps optimize costs, especially the ability to use online methods to save
costs and offline methods to create interactive and engaging experiences. individual more
variables.
In short, the researcher's data collection process will end with a quantitative method. Work with
specific data about learners' experiences practicing shading techniques and the benefits and
difficulties that this process brings. This data will be converted into a percentage per 100 students
and from there the researcher can compare the similarities and differences between theory and
practice. Finally, draw out the strengths and weaknesses in the process of applying shadowing
techniques when speaking of learners.
3.5. Data analysis
After collecting information through both online and offline surveys, the researcher will process
the collected data using Microsoft Office Excel, as this software proved to be highly effective in
my information analysis process. . As mentioned earlier, the specific data obtained from the survey
questions will be presented visually using column charts and table charts. Microsoft Office Excel
is a tool that creates clear and informative charts that provide readers with a comprehensive
understanding of the data set. To explain further, after collecting data, the researcher condenses the
information into numerical summaries, which are then transformed into visual representations such
as graphs or tables. Once these visual aids are created, the researcher proceeds to analyze the
numerical values and percentages, facilitating comparisons based on the selected data. Finally, the
researcher will present his or her observations and conclusions for each data set, giving readers
insight into the results of my research. Furthermore, by taking advantage of this data, the researcher
will draw connections between theoretical aspects and real-life situations, referring to the general
knowledge in chapter 2. Post-survey data analysis contributes significantly to clarifying the
arguments presented in the study.
CHAPTER 4: FINDINGS AND DISCUSSIONS

4.1. Findings from a questionnaire for English-majored students.

This survey was conducted based on a total of 100 second-year students of Speaking 2, so the
group of students the researcher surveyed were all sophomore students at FFL-IUH.
4.1.1. General information of participants
Learners current speaking English proficiency level.
Figure 4.1. Learners current speaking English proficiency level (Based on Cambridge
English Scale)
At first glance, we can see that the number of students achieving B1 level accounts for more than
half of the total number, specifically 53.53%. This shows that today's learners are very interested
in learning English and this level also allows the researcher to realize that learners of speaking 2
already have a fairly solid knowledge base. A level that has similar proportions but is completely
opposite A2 and B2. There are 22% of the students achieving level B2 but at the same time
approximately 18% of students achieving level A2. From there, the researcher assessed that the
majority of learners' English proficiency was at an average level and quite good. On the other hand,
there are very few learners at level A1, only about 5.5%, and absolutely no learners at level C2.

How learners are familiar with shadowing techniques.
Figure 4.2. How learners familiar with shadowing techniques

The researcher also conducted a survey question related to which factors learners use to practice
shadowing techniques. Based on the Figure 2 pie chart, the researcher realized that more than 35%
of learners practice shadowing through websites. This is a point to be happy because today's
learners know how to take advantage of technology to be able to self-study anywhere. Besides,
teachers also support and recommend students to practice this technique with 30.30%. Followed
by the factor of self-study and self-discovery of learners also accounts for about 24% of the total.
We can see that the majority of ratios in the pie chart indicate that both teachers and learners have
a positive attitude and make full use of technology to practice this shading technique. At the same
time, friends also have a significant impact on learners, accounting for about 8.8%. On the other
hand, the study also shows that there are a few other options listed by learners such as podcasts,
news and radio, accounting for only 3.3%.
Platforms utilized by learners to implement speaking shadowing techniques

Figure 4.3. Platforms utilized by learners to implement speaking shadowing techniques

Today technology is increasingly developing and shadowing techniques have since been developed
under many different platforms. The researcher wanted to find out which platform learners are
currently using the most, and the results showed that more than 36% of learners use Duolingo to
practice shadowing. It can be said that this is a very popular application with learners because of
its convenience and ease of use. Next is VoiceTube with 23.23% of choices. This is also an online
English learning platform and provides convenient tools for learners. At the same time, TED talks
are also a tool not to be missed with more than 18% of choices coming from learners. What is
worth mentioning here is that other opinions account for 9.9% more than Tiktok and YouTube.
Learners seem to be more inclined to access recent new technologies like AI for practice, some
examples that learners listed include Respeecher and SpeechAce.

Long-term goal of users when using shadowing techniques
1, 1%
1,
0, 0% 1
7, 7%
%
16, 16% 29, 29%
15, 15%
31, 31%
Yes, I feel shadowing techniques really interesting and useful.
Yes, I will because I really speak English fluently and confidently after using shadowing techniques
Yes, I will because shadowing techniques facilitate tracking rapid speech and minimizing disruptions
Yes, I will because shadowing techniques offer increased chances for practical application
Yes, I will because shadowing techniques inspire and encourages learners
No, I will not because shadowing techniques waste a lot of my time to improve speaking skills.
No, it depends because I already proficient in English speaking skills.
No, I will not because limitations exposure to authentic language being used.
Figure 4.4. Long-term goal of users when using shadowing techniques

From the benefits and difficulties in the above sections, the researchers decided to conduct a survey
on students' long-term goals of using shadowing techniques. The results of the analysis showed
that more than 31,31% of students totally committed that the shadowing techniques facilitated rapid
speech monitoring and minimized interruptions. The largest number followed 29,29 % of learners
feel that this technique is really interesting and useful during practice. From there, they offer
increased chances for practical application and feel more confident and speak English more fluently
after using shadowing with more than 16,16% and 15,15% choices, respectively. 7% of learners
feel this technique can encourage and positively influence their speaking skills. On the other hand,
1,1% of the learners did not agree to continue using this technique because they felt their speaking
skills were proficient as well as the shadowing technique limited exposure to the authentic language
being used in real life. No learners felt that using the shadowing techniques was a waste of time.
In general, this method almost creates positive effects and most learners agree to continue applying
this technique as a studying tool to help them improve their English communication skills.
4.1.2. The benefits of applying shadowing techniques in fostering speaking skills

On a scale of 1 (strongly disagree) to 5 (strongly agree), the participants were asked to rate their
efficacy in these factors. Individual learners' responses to the shadowing techniques, as well as
their consequent ideas and feelings, were the subject of this research.
(1) Strongly Disagree (2) Disagree (3) Neutral (4) Agree (5) Strongly Agree
The data from the questionnaire demonstrates the perspectives and feelings of participants when
applying shadowing techniques to boost speaking skills. Both factors have a huge impact on each
other, leading to a very effective influence in the learning process.
Level of agreement
Statement Total
(1) (2) (3) (4) (5)
Shadowing techniques can

enhance your pronunciation 3 5 16 47 29 100
and intonation ability
Shadowing techniques
increase your fluency and 1 8 20 50 21 100
speaking speed in English.
Shadowing techniques boost

your vocabulary and 3 5 26 43 23 100
idiomatic expressions.
Shadowing techniques build

your confidence in 2 7 40 37 14 100
speaking.

Shadowing techniques make

you understand the different
2 8 19 42 29 100
accents, speeds, and
nuances in speech.
Shadowing techniques help

you understand how to use
4 9 30 37 20 100
vocabulary and grammar
structures in context.
The effectiveness of
post-using imitation to
2 5 28 46 19 100
improve your speaking
skills.
Table 4.1. Positive effects of using shadowing techniques

Clearly evident in the data presented, shadowing techniques have had a positive impact on second-
year students. A significant portion of the student body affirmed that employing shadowing
techniques presented them with opportunities to refine their fluency and spoken English, with a
50% agreement rate among 100 students. Furthermore, they indicated a capacity to enhance
pronunciation and enrich their vocabulary while articulating sentences. The majority of
respondents observed a positive influence of shadowing techniques on their speaking skills.
Similarly, over a quarter of the respondents demonstrated heightened engagement while utilizing
shadowing techniques to comprehend the proper application of vocabulary and grammar structures
in various contexts, and 29 learners believed that these techniques could aid in understanding
diverse accents, speech speeds, and nuances. Conversely, a minor number of students disagreed
with these statements, while the rest remained 'Neutral' in their responses.
Furthermore, this table illustrates the effectiveness of shadowing techniques in Post-using imitation
to improve speaking ability. It is noticeable that the proportion of the last-stage period accounted
for 46 students who acknowledged the usefulness of shadowing techniques. In addition, 19 and 28
English learners who also agreed, respectively, with this beneficial tool to uplift them in verbal
communication. Meanwhile, the number of disagreements that fall around 2 and 5 selectors
regarding this method. This given data selected by second-year English learners showed that this
strategy had a significant influence on their speaking practice. In other words, the impact of this
strategy on increasing speaking abilities is undeniable.
In conclusion, both quantitative data lend support to the adoption of shadowing techniques. The
shadowing approach actively involves learners in imitating and echoing native speakers, closely
mirroring the rhythm, intonation, and pronunciation of authentic speech. Through consistent
practice, learners develop confidence, fluency, and a practical command of vocabulary and
grammar structures in genuine conversational scenarios. This method transcends conventional
language instruction, providing learners with elevated spoken English skills. Shadowing
techniques emerge as a comprehensive approach utilizing advanced technology tools to deliver
impactful lessons, thereby enhancing learners' cognitive abilities and self-directed study skills.
4.1.3. The challenges of applying shadowing techniques in fostering speaking skills
Level of agreement
Statements
Total
(1) (2) (3) (4) (5)
Lacking basic skills

such as grammar, 4 14 39 26 17 100
vocabulary.
Your speaking skills are

affected by your
4 16 35 31 14 100
teacher's teaching
method.
Afraid of making
mistakes when 4 13 19 36 28 100
practicing speaking.
You try to use many

words and sentences in 5 17 35 30 13 100

a professional and
complex way.
Finding that you have

difficulty in
remembering when you
revise words and 1 17 34 27 21 100
grammar structures in
one video.
Having difficulty in
listening
comprehension when
4 13 30 35 18 100
you mimic the native
speakers.
Finding that you have

difficulty in finding
comprehensible input
3 14 20 39 24 100
when you mimic the
native speakers.
It is hard for you to use

shadowing techniques
to enhance speaking 6 15 39 27 13 100
ability.

Wasting a lot of time

pronouncing the words,
sentences while
6 18 25 35 16 100
mimicking the native
speakers.
Table 4.2. Challenges of using shadowing techniques

Our research with the wish of figuring out the problems that English-majored students have been
struggling with in the development of communication. This table demonstrates the internal effects
of applying shadowing techniques in order to enhance speaking skills, as selected by the second-
year learners.
Generally speaking, it can be obviously seen from the chart that the highest proportion of students
(39%) found difficulty in finding comprehensible input when mimicking native speakers, making
it the primary challenge when applying shadowing techniques. In addition, 24% of learners
strongly agreed with this opinion, indicating it the most challenging for students. Furthermore, 36
out of 100 students agreed that they were afraid of making mistakes when practicing speaking using
shadowing techniques. Interestingly, this opinion accounted for the highest percentage (28%) of
the total strongly agreed responses. Regarding the other two difficulties, 35% of participants agreed
that it takes a significant amount of time to pronounce words and sentences while imitating native
speakers, while an equal number of individuals (35%) faced difficulties in listening comprehension
when attempting to imitate native speakers. These two factors had 16% and 18% of respondents,
respectively, who strongly agreed that they were challenges when applying the shadowing
techniques to foster speaking skills. Although both reasons show a similar level of agreement,
learners find it significantly more challenging to remember words and grammatical structures when
reviewing them in a video, with a complete agreement level of 21%. On the other hand, learners
do not find using the shadowing techniques to improve their speaking ability too difficult (13%),
which is comparable to the opinion that attempting to use many words and sentences correctly in
a professional and complex manner also accounts for 13% of the total 100.
On the other hand, there are also cases where learners do not find it particularly difficult to apply
shadowing techniques to enhance their learning. This is evident in the data table, with the highest

figure being 6% of learners who do not encounter difficulties in using repetition techniques to
improve their speaking skills or do not spend a significant amount of time pronouncing words and
sentences while imitating native speakers.
In addition, 5% of students mentioned that they do not find it challenging to use many words and
sentences in a professional and complex manner when applying shadowing techniques. Similarly,
their speaking skills are not affected by their teacher's teaching method, and they also do not fear
making mistakes when practicing speaking or experience difficulty in listening comprehension
when imitating native speakers. Furthermore, 4% of learners indicated that their basic skills are
sufficient to use shadowing techniques to enhance their speaking ability. The remaining reasons
account for relatively lower percentages: 3% of learners do not have difficulty finding
comprehensible input when imitating native speakers, and finally, 1% of learners do not face
difficulty in memorizing words and grammatical structures when reviewing them in a video.
To sum up, the majority of students identified their primary challenge as experiencing difficulty in
finding comprehensible input when mimicking native speakers, particularly due to their fear of
making mistakes when using shadowing techniques to enhance their speaking skills.
4.2. Discussions from a questionnaire for English-majored students
4.2.1. The benefits of applying shadowing techniques in fostering speaking skills.
The primary objective of this research is to examine how the implementation of shadowing
techniques can positively impact the development of speaking skills among English learners at the
Faculty of Foreign Languages (FFL) in the Industrial University of Ho Chi Minh City (IUH). The
specific focus is on empowering learners to enhance their confidence, verbal fluency, and overall
ability to communicate effectively in English, thereby encouraging them to speak without
hesitation.
The obtained results were satisfactory, responding positively to the application of the shadowing
technique to enhance speaking skills. Based on the data results, we can see that a significant portion
of the student body affirmed that employing shadowing techniques provided them with
opportunities to improve their fluency and spoken English, with a 50% agreement rate among 100
students. This indicates a positive effect. One of the most evident positive effects is observed when
applying shadowing techniques, helping learners enhance their speaking skills. Based on the initial
research results, the shadowing technique helps learners improve their speaking fluency and
proficiency in imitating native speakers (Utami & Morganna, 2022). Furthermore, the second
positive effect of applying the shadowing technique is that it helps improve speech speed and
boosts motivation, with 47% of people agreeing with this opinion. In exercises utilizing the
shadowing technique, students focus on important aspects of pronunciation by imitating the
speaker's speed, rhythm, stress, intonation patterns, and other characteristics from the audio or
video source. Shadowing requires intense concentration and helps students improve their prosody,
concentration, and adaptation to natural speed, mentioned in original research data from Utami &
Morganna (2022).
Nevertheless, there is a clear difference in opinion regarding whether shadowing techniques can
help learners build their confidence in speaking. Forty percent of respondents hold a neutral
opinion, while 37% agree, and 14% strongly agree that shadowing helps build their confidence.
Despite the advantages of shadowing, such as promoting attention to language input, enhancing
learner focus, providing ample practice opportunities, and serving as a source of motivation, it does
not effectively help learners become more confident when speaking.
As a result, shadowing techniques can help learners boost their vocabulary and idiomatic
expressions, enabling them to understand different accents, speeds, and nuances in speech.
4.2.2. The challenges of applying shadowing techniques in fostering speaking skills
Additionally, the research aims to identify the difficulties faced by learners when imitating native
speakers. By doing so, the researchers hope to alleviate the persistent pressure experienced by
learners. They believe that this study can be valuable for educators and instructors, as it empowers
students to speak with enhanced confidence and in a more natural manner, rather than strictly
adhering to conventional methods. Ultimately, this shift in approach can contribute to greater
effectiveness and proficiency in English language acquisition.
The highest percentage in the survey was 39% of the 100 learners who reported having difficulty
finding comprehensible input when imitating native speakers. The initial research data also
mentioned the problem of a lack of literature review, the disadvantage lies in the limited research
on shadowing in the context of English language learning. This lack of extensive studies makes it
difficult to clearly define what shadowing activities entail and to determine their effectiveness. In
addition, approximately 36 students expressed a strong agreement with the notion of being afraid
of making mistakes when practicing speaking using this method. This problem is already
mentioned in previous research data, it also relates to the awareness of learning English. Besides,
learners find that they are having difficulty in listening comprehension when they mimic the native
speakers with 35 students agreeing about this. The same number of people agreed that applying the
shadowing technique requires a significant amount of time when pronouncing words and sentences
while imitating native speakers.
Although it has been mentioned that one of the difficulties of applying the shadowing technique is
its complexity, as it requires quickly articulating the verbal sequence as soon as it is heard, the
survey results showed that 39% of participants held a neutral opinion on the difficulty of using
shadowing techniques to enhance speaking ability. On the other hand, only 12% of respondents
agreed with this opinion.
Thus, the majority of students identified their main challenges as a lack of basic skills such as
grammar and vocabulary, difficulty in finding comprehensible input when mimicking native
speakers, and the difficulty of effectively using shadowing techniques to improve their speaking
abilities. However, there were a few students who held a different opinion regarding these factors.

CHAPTER 5: CONCLUSION

5.1. Conclusion
In this final part, the researchers would like to summarize all the information based on the findings
and discussion that collected from the questionnaire, as well as to answer the two research
questions.
At the beginning of the paper, the writers emphasized the importance of speaking skills in an
individual's ability, and yet the researchers also mentioned that the “effective method” can support
the English learners to enhance verbal communication into a new level - shadowing techniques.
Definitely, through the questionnaire, the writers came to realize that shadowing techniques can be
considered as a magical tool to uplift and boost the speaking ability of English learners a lot.
Establishing the routine of employing the shadowing technique not only enables learners to achieve
their desired proficiency level but also enhances their adaptability in utilizing technological devices
for practice. Instead of relying solely on conventional classrooms, learners can now engage in
shadowing exercises at any time and any place. Moreover, this approach fosters a proactive attitude
in learners, encouraging them to actively seek out materials and engage in voluntary learning.
In conclusion, with the attempt of revealing the challenges encountered by learners through the
imitation of indigenous speakers. And from that, by applying shadowing techniques to enhance
speaking competence among second-year English learners at the Faculty of Foreign Languages in
the Industrial University of Ho Chi Minh City has 'positive effects'. Due to the fact that its function
can help English - majored sophomores increase their fluency and speaking speed in English,
overcome the feelings of making mistakes in front of people. Consequently, they are able to build
their confidence in speaking, able to ultimately use their gained range of vocabulary and idiomatic
expressions to communicate in education or real life.
5.2. Recommendation
In this section, the researchers would like to introduce some free websites with friendly interfaces
to help learners who are still having difficulty with applying shadowing techniques in enhancing
their speaking ability. VoiceTube is a website that most learners will use to practice shadowing.
With the goal of supporting foreign language learners, especially English. This website not only
provides learning videos, but also integrates useful tools such as interactive subtitles and
accompanying vocabulary. Using VoiceTube not only helps learners improve their listening and
speaking skills but also enhances vocabulary and grammar. Personalized grading and note-taking
systems help track users' learning progress. This provides a flexible and interactive learning
experience, suitable even for those who want to improve their English skills in a self-study
environment. VoiceTube is truly a useful resource, bringing English closer to everyone in a fun
and effective way.
5.3. Limitations of the study
Besides collecting effective data, this survey also has some limitations. At the beginning, the
researchers plan to conduct interviews to collect survey data using quantitative and qualitative
methods. But some issues are too complex to be investigated through short-term interviews.
Furthermore, the number of learners is not large enough to conduct a qualitative research survey.
So, the researchers recognize the limitations and use quantitative methodology to minimize
variance and ensure the accuracy of the information collected.
5.4. Suggestions for further study
The researchers have reviewed and recognized the limitations mentioned above and drawn
solutions to overcome them in the future, which is to use a variety of research methods. From there,
the scope of subjects will also be expanded, and the survey will also be more in-depth in
experimentation.

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APPENDICES

QUESTIONNAIRES
Welcome to the survey on shadowing techniques! We greatly appreciate your contribution to
research on how to learn foreign languages. Shadowing techniques is a language learning method
in which learners imitate and repeat native speakers' speech. This rich practice helps improve
pronunciation, intonation, and overall language fluency.
We would love to hear from you about your experiences, from the challenges to the benefits this
technique has brought you. Please take a moment to share your views and knowledge through the
questions below. This will help us better understand how imitation affects your learning and how
we can help you improve your speaking skills with this experience in the future.
Thank you for taking the time to participate and share! Get started now by filling in the following
information:
Chào mừng các bạn tham gia khảo sát về kỹ thuật bắt chước! Chúng tôi đánh giá rất cao sự đóng
góp của các bạn trong việc nghiên cứu về cách học ngoại ngữ. Kỹ thuật bắt chước là một phương
pháp học ngôn ngữ trong đó người học bắt chước và lặp lại cách nói của người bản xứ. Phương
pháp thực hành phong phú này giúp nâng cao khả năng phát âm, ngữ điệu và khả năng lưu loát
ngôn ngữ nói chung.
Chúng tôi rất muốn nghe ý kiến của các bạn về những trải nghiệm, từ những thách thức đến những
lợi ích của kỹ thuật này đã mang lại cho bạn. Hãy dành chút thời gian để chia sẻ quan điểm và
kiến thức của bạn thông qua các câu hỏi dưới đây. Điều này sẽ giúp chúng tôi hiểu rõ hơn về kỹ
thuật bắt chước ảnh hưởng như thế nào đến quá trình học của các bạn và chúng tôi có thể giúp
các bạn cải thiện kỹ năng nói bằng trải nghiệm này như thế nào trong tương lai.
Cảm ơn các bạn đã dành thời gian tham gia và chia sẻ! Hãy bắt đầu ngay bằng cách điền các
thông tin sau:
A. OVERVIEW OF LEARNING STYLES OF ENGLISH LEARNERS IN SPEAKING
ACTIVITIES.
1. You are a_____ .
 Freshman.
 Sophomore.
 Other options: ______

2. What is your current speaking English proficiency level? (Based on Cambridge English
Scale).
 A1.
 A2.
 B1.
 B2.
 C1.
 C2.
3. How do you know about shadowing techniques? (Can choose more than 2 options).
 Through websites.
 Recommendation from your teachers.
 Recommendation from your friends.
 Find it on your way.
 Other options: ______
4. Do you use any platforms to apply shadowing techniques for speaking?
 Voice-tube.
 Ted talks.
 Duolingo.
 Elsa speaking.
 Other options: _______
B. THE POSITIVE EFFECTS OF IMPROVING SPEAKING SKILL WHILE
APPLYING SHADOWING TECHNIQUES
The following table indicates the effectiveness of shadowing techniques in enhancing speaking
abilities. Please indicate (X) in the table below that aligns to your viewpoint at each level:
Vui lòng đánh dấu (X) vào ô thể hiện đúng nhất quan điểm của bạn theo từng mức độ phản ánh
chính xác nhất những lợi ích của kỹ thuật bắt chước trong việc nâng cao kỹ năng nói vào bảng
dưới đây:
(1) Strongly Disagree: Hoàn toàn không đồng ý
(2) Disagree: Không đồng ý
(3) Neutral: Trung lập
(4) Agree: Đồng ý

(5) Strongly Agree: Hoàn toàn đồng ý
Positive effects Level of agreement
factors (Mức độ hài lòng)
No.
(Những yếu tố hiệu
(1) (2) (3) (4) (5)
quả)
can enhance your
pronunciation and
intonation ability.
1
(Kỹ thuật bắt chước
có thể nâng cao khả
năng phát âm và ngữ
điệu của bạn).
increase your fluency
and speaking speed in
English.
2
làm tăng sự trôi chảy
và tốc độ nói tiếng
Anh của bạn).
boost your vocabulary
and idiomatic
3
expressions.
tăng cường vốn từ

vựng và cách diễn đạt

thành ngữ của bạn).
build your confidence
in speaking.
4
giúp bạn tự tin khi
nói).
make you understand
the different accents,
speeds, and nuances in
speech.
5
giúp bạn hiểu được
các trọng âm, tốc độ
và sắc thái khác nhau
trong lời nói).
help you understand
how to use vocabulary
and grammar
6 structures in context.
giúp bạn sử dụng từ
và cấu trúc ngữ pháp
khi nói).
Choose how satisfied
7
you are with the last

time you used

imitation to improve
your speaking skills.
(Chọn mức độ hài
lòng của bạn khi sử
dụng kỹ thuật bắt
chước để cải thiện kỹ
năng nói lần gần đây
nhất).
C. THE CHALLENGES OF IMPROVING SPEAKING SKILL WHILE APPLYING

SHADOWING TECHNIQUES.
1. The challenging factors:
The following table indicates the effectiveness of shadowing techniques in enhancing speaking
abilities. Please indicate (X) in the table below that aligns to your viewpoint at each level:
Vui lòng đánh dấu (X) vào ô thể hiện đúng nhất quan điểm của bạn theo từng mức độ phản ánh
chính xác nhất những thách thức của kỹ thuật bắt chước trong việc nâng cao kỹ năng nói vào
bảng dưới đây:
(1) Strongly Disagree: Hoàn toàn không khó khăn
(2) Disagree: Không khó khăn
(3) Neutral: Trung lập
(4) Agree: Khó khăn
(5) Strongly Agree: Hoàn toàn khó khăn
Challenges factors Level of agreement

No. (Những yếu tố (Mức độ đồng ý)
khó khăn) (1) (2) (3) (4) (5)

You lack basic skills

such as grammar,
vocabulary.
1
(Bạn thiếu những kỹ
năng cơ bản như
ngữ pháp, từ vựng).
Your speaking skills
are affected by your
teacher's teaching
method.
2 (Kỹ năng nói của
bạn bị ảnh hưởng
bởi phương pháp
giảng dạy của giáo
viên).
You are afraid of
making mistakes
when practicing
3
speaking.
(Bạn sợ mắc lỗi khi
luyện nói).
You try to use many
words and sentences
in a professional and
complex way.
4
(Bạn cố gắng sử
dụng nhiều từ, câu
một cách chuyên
nghiệp và phức tạp).

It is hard for you to

use shadowing
techniques to
enhance speaking
5 ability.
(Bạn gặp khó khăn
khi sử dụng kỹ thuật
bắt chước để nâng
cao kỹ năng nói).
You waste a lot of
time pronouncing
the words, sentences
while mimicking the
native speakers.
6
(Bạn tốn nhiều thời
gian để phát âm từ
vựng, câu từ khi bắt
chước người bản
ngữ).
You find that you
have difficulty in
remembering when
you revise words and
7 grammar structures
in one video.
khi cố gắng ghi nhớ,
ôn tập những từ

vựng, ngữ pháp

trong video).
You find that you

have difficulty in
listening
comprehension when
you mimic the native
8
speakers.
khi nghe trong khi
bắt chước người bản
ngữ nói).
You find that you
have difficulty in
finding
comprehensible
input when you
9
mimic the native
speakers.
khi tìm một nguồn
tài liệu phù hợp).
2. Will you still use the shadowing techniques to practice speaking English? If so, what
was the reason behind your choice and if not, what factors informed your decision?

(Bạn vẫn sẽ sử dụng các kỹ thuật lặp lại để luyện nói tiếng Anh chứ? Nếu vậy, lý do đằng
sau sự lựa chọn của bạn là gì và nếu không, yếu tố nào đã ảnh hưởng đến quyết định của
bạn?).
 Yes, I feel shadowing techniques really interesting and useful. (Có, tôi cảm thấy kỹ thuật
bắt chước thực sự thú vị và hữu ích).
 Yes, I will because I really speak English fluently and confidently after using shadowing
techniques. (Có, tôi sẽ làm được vì tôi thực sự nói tiếng Anh trôi chảy và tự tin sau khi sử
dụng các kỹ thuật bắt chước).
 Yes, I will because shadowing techniques facilitate tracking rapid speech and minimizing
disruptions. (Có, tôi sẽ làm vậy vì kỹ thuật bắt chước tạo điều kiện thuận lợi cho việc theo
dõi lời nói nhanh và giảm thiểu sự gián đoạn).
 Yes, I will because shadowing techniques offer increased chances for practical application.
(Có, tôi sẽ làm vậy vì kỹ thuật bắt chước mang lại nhiều cơ hội ứng dụng thực tế hơn).
 Yes, I will because shadowing techniques inspire and encourages learners. (Có, tôi sẽ làm
vậy vì kỹ thuật bắt chước truyền cảm hứng và khuyến khích người học).
 No, I will not because shadowing techniques waste a lot of my time to improve speaking
skills. (Không, tôi sẽ không làm vậy vì kỹ thuật bắt chước làm lãng phí rất nhiều thời gian
của tôi để cải thiện kỹ năng nói).
 No, it depends because I already proficient in English speaking skills. (Không, còn tùy vì
tôi đã thành thạo kỹ năng nói tiếng Anh rồi).
 No, I will not because limitations exposure to authentic language being used. (Không, tôi
sẽ không làm vậy vì hạn chế tiếp xúc với ngôn ngữ xác thực đang được sử dụng ngoài đời
thực).









Rubrics for Teamwork (10%)

1. Rubrics for Supervisor’s Appraisal (5%)
2. Rubrics for Peer Evaluation (5%)
1. Rubrics for Supervisor’s Appraisal (5%)
Student’s name: Bui Thi Ngoc Nhi Student code: 20117151
Bui Phan Quynh Giang 20014631
Ho Thi Thao An 20118151
Unsatisfactory Developing Satisfactory Exemplary

Item/ Weight
0 1 2 3 4 5 6 7 8 9 10
A clear
A clear procedure
A procedure for procedure for
for planning &
There is no planning& planning &
making decisions
planning& making decisions making decisions
Group in research work
decision making is established by in research work
Planning & is informally
process, decisions the group, but it is formally
Decision established by all
are made by is not clear established by all
members of the
individuals. and/or it focuses members of the
group.
on individuals. group.
The group The group

The group does The group
establishes establishes and
not establish roles establishes
informal roles for documents clear
for each member clear and formal
Roles & each member. and formal roles
and/or the roles for each
Distribution The workload for each member
workload is member and
could be and distributes
unequally distributes the
distributed more the workload
distributed. workload equally.
equally. equally.
Scheduled
meetings minutes Scheduled
Scheduled meetings Scheduled
are often recorded meetings minutes
minutes are rarely meetings minutes
and the are always
recorded and the are usually
Meeting contribution of recorded and the
efforts are recorded and the
Minutes each team contribution of
scattered. contribution of
members are NOT each team
each team members
members are
identified. are identified.
identified.


Name of member: Bui Thi Ngoc Nhi
Item/ Weight
0 1 2 3 4 5 6 7 8 9 10
Collects and
Collects
presents to the
information when Collects basic,
Contribution Does not collect team a great deal
prodded; tries to useful information
to the team any relevant of relevant
offer some ideas, related to the
project information; no information; offers
but not well research,
useful suggestions well-developed
developed, and not occasionally offers
10 to address team's and clearly
clearly expressed, useful ideas to meet
needs; expressed ideas
to meet team's the team's needs;
directly related to
needs;
the group's topic.
Performs assigned
Does not perform tasks but needs
assigned tasks; many reminders;
often misses attends meetings Performs all Performs all tasks
Taking meetings and, regularly but assigned tasks; very effectively;
responsibility when present, does generally does not attends meetings attends all
not have anything say anything regularly and meetings and
10 constructive to constructive; usually participates participates
say; relies on sometimes expects effectively; enthusiastically;
others to do the others to do his/her
work; work;
Generally listens to
Rarely listens to, Usually listens to
others' points of Almost always
Working with shares with, and others but
view; always uses listens to others
others supports the efforts sometimes does
appropriate and and their ideas;
of others; often not pay much
respectful helps them
10 uses inappropriate attention when
language; tries to develop their ideas
language; often is others talk, and
make a definite while giving them
not a good team assumes their ideas
effort to understand full credit.
member. will not work;
others' ideas;
Total: 30/3 = 10
Evaluator's name: Bui Phan Quynh Giang

Date of evaluation: 15/11/2023

Name of member: Bui Thi Ngoc Nhi
Item/ Weight
0 1 2 3 4 5 6 7 8 9 10
Collects and
Collects
presents to the
directly related to
needs;
the group's topic.
Performs assigned
work; work;
others' ideas;
Total: 30/3 = 10
Evaluator's name: Ho Thi Thao An


Name of member: Bui Phan Quynh Giang
Item/ Weight
0 1 2 3 4 5 6 7 8 9 10
Collects and
Collects
presents to the
directly related to
needs;
the group's topic.
Performs assigned
work; work;
others' ideas;
Total: 30/3 = 10
Evaluator's name: Ho Thi Thao An


Name of member: Bui Phan Quynh Giang
Item/ Weight
0 1 2 3 4 5 6 7 8 9 10
Collects and
Collects
presents to the
directly related to
needs;
the group's topic.
Performs assigned
work; work;
others' ideas;
Total: 30/3 = 10
Evaluator's name: Bui Thi Ngoc Nhi


Name of member: Ho Thi Thao An
Item/ Weight
0 1 2 3 4 5 6 7 8 9 10
Collects and
Collects
presents to the
directly related to
needs;
the group's topic.
Performs assigned
work; work;
others' ideas;
Total: 30/3 = 10
Evaluator's name: Bui Thi Ngoc Nhi


Name of member: Ho Thi Thao An
Item/ Weight
0 1 2 3 4 5 6 7 8 9 10
Collects and
Collects
presents to the
directly related to
needs;
the group's topic.
Performs assigned
work; work;
others' ideas;
Total: 30/3 = 10
Evaluator's name: Bui Phan Quynh Giang

INDUSTRIAL UNIVERSITY OF HO CHI MINH

CITY FACULTY OF FOREIGN LANGUAGES
EXAMINER’S EVALUATION FORM

Student’s name: Bui Thi Ngoc Nhi Student ID No.: 20118171
Examiner’s name: Lê Thị Thúy M.A.

CRITERIA MAXIMUM STUDENT'S

SCORE SCORE
Content 3
Oral Presentation (10) Performance 3
Time management (10 minutes) 2
Response to questions 2
Format 3
Format and
Coherence and Organization 4
Language Use
Language Usage 3
Introduction Rationale and research objectives 5
Research questions 5
Literature Definitions of key terms/concepts 5
Written Review
Review of previous studies 5
Graduation
Thesis Research Research Methodology & Methods 10
(70) Design
Collecting and analyzing data 5
Relevance between research 5
findings and goals (Findings)
Findings &
Discussion Evaluating and discussing the 5
findings (Discussion)
Conclusion & recommendation 10
Conclusion
Referencing 5
Group Decision & Planning
Supervisor’s Appraisal on Roles & Distribution
5
teamwork (05) Establish Goals
Meeting Minutes
Contribution to the team project
Peer evaluation on Taking responsibility
5
teamwork (05) Working with others
Supervisor’s Appraisal (10) Communication skills 2

Punctuality 2
Continuous improvement 6
TOTAL SCORE 100
Other comments:
Date: …...../… ..... /2023 Supervisor's name and signature:

INDUSTRIAL UNIVERSITY OF HO CHI MINH

CITY FACULTY OF FOREIGN LANGUAGES
EXAMINER’S EVALUATION FORM

Student’s name: Bui Thi Ngoc Nhi Student ID No.: 20118171
Examiner’s name: Lê Thị Thúy M.A.
MAXIMUM STUDENT'S
CRITERIA
SCORE SCORE
Content 6
Oral Presentation (20) Performance 6
Time management (10 4
minutes)
Response to questions 4
Format 3
Format and Coherence and 4
Language Use Organization
Language Usage 3
Rationale and research 5
Introduction objectives
Research questions 5
Literature Definitions of key 5
Written
Review terms/concepts
Graduation
Review of previous studies 10
Thesis
(80) Research Research Methodology& 10
Design Methods
Collecting and analyzing 5
data
Relevance between 5
Findings & research findings and

Discussion goals (Findings)
Evaluating and discussing 10

the findings (Discussion)
Conclusion & 10
Conclusion recommendation
Referencing 5
TOTAL SCORE 100
Other comments:
Date: …...../… .. /2023 Supervisor's name and signature:

Rubrics for Written Graduation Thesis - Supervisor (70%)

Item/ Weight Unsatisfactory Developing Satisfactory Exemplary
0 1 2 3 4 5 6 7 8 9
10
Format There are There are several There are minor There are
(3) consistent mistakes in the mistakes in the hardly any
mistakes in required format. required format. mistakes in
the required the
format. required
10 format.
Coherence and The The paper is The paper is The paper is
Organization (4) development of presented with presented in clearly
paper is vague; connected concept logical sequence stated, well-
no apparent and ideas, clear and well developed
logical order of transitions. organized. and well
presentation. organized.
Language There are There are several There are minor There are
Usage consistent spelling and spelling and hardly any
(3) spelling and grammar mistakes grammar spelling
grammar in the paper. mistakes in the and
mistakes in paper. grammar
the paper. mistakes in
the paper.
Rationale and The rationale of The rationale of The rationale of The rationale
objectives of the research the research topic the research topic of the
research (5) topic area is is presented and is adequately research topic
unclearly the significance defined. The is introduced
described. Little and objectives of significance and in a coherent
Introdu evidence shows the paper is objectives of the and
ction the significance justified. paper is well interesting
10 and objectives justified. manner. The
of the research significance
topic. and objectives
of the paper is
well justified.
Research Research Research questions Research Research
questions (5) questions are are defined. questions are questions are
not successfully coherently and scientifically
clearly defined.
defined. meaningful
and
challenging.
Literatu Definitions of Definition of Key concepts are The key The key
re key key concepts recognized. concepts related concepts
Review terms/concepts is insufficient. to the research related to
10 (5) topic are the research
defined. topic are
also clearly
defined.
Review of The previous The previous The previous The
previous studies studies are studies are studies are quite previous
(5) inadequately relevant with the relevant with the studies are
relevant with research topic and research topic adequately
the research summarized. and relevant
topic and appropriately with the
inappropriatel summarized. research
y summarized. topic and
appropriatel
y
summarized
.
15 Research The author The author The author The author
Methodology displays such a correctly presents justifies his/her justifies his/
and Methods low level of the research choice of analysis her choice of
(10) research methods and methods and research
methodology shows good demonstrates methods
and methods organization and effective systematicall
that it can be application of application of y and
regarded as research relevant research demonstrates
unacceptable. methodology. methodology. a deep
Researc understandin
h g in the
Design application
15 of relevant
research
methodology
.

Collecting and The author The author The author The author
analyzing data describes the correctly presents presents the data presents the
(5) data collecting the data collecting collecting and data
and analyzing and analyzing analyzing stages collecting
stages but the stages and also clearly. The and
description outlines the author makes analyzing
does not form a analysis. The good use of the stages
coherent and analysis data in the correctly and
logical whole. demonstrates a analysis. The clearly. The
The analysis good command author chooses author makes
methods are and reliable use of the methods great use of
mainly chosen the method. sensibly to the data in
to answer the summarize the the analysis.
research information The author
questions, but provided by the chooses the
the author has data. relevant
an insufficient methods to
command of best
the methods. summarize
the
information
provided by
the data.
Relevance The author The author The author The author
between demonstrates a demonstrates demonstrates demonstrates
research poor level of a satisfactory adequate levels of advanced
findings and understanding understanding in understanding in levels of
objectives in the analysis the the analysis of the understanding
Finding (5) of the research analysis of the research findings. in the analysis
s& findings. The research findings. The research of the
Discussi
research The research findings are research
on
findings are findings may be adequate relevant findings. The
inadequate in adequate but not as to the objectives research
10 meeting described. of the study. findings are
objectives of relevant to the
study. objectives of
the study.

Evaluating and The thesis does The research The research The research
discussing the not succeed in findings make a findings make a findings make
findings making minor contribution good contribution a significant
(5) contribution to to the knowledge to the knowledge contribution
the knowledge base of the base of the to the
base of the discipline and field discipline and knowledge
discipline and of study. field of study. base of the
field of study. discipline and
field of study.
Conclusion & No logical The conclusions are The conclusions The
Reconmmendati conclusions are partially logical. are presented conclusions
on (10) reached. The link between logically and are presented
Answers to the conclusions and answers to logically and
research research questions research answers to
questions is left somewhat questions are research
studied and unclear. The final explained in a questions are
discussion about summary only good manner. explained
them is almost partially The final in a coherent
entirely missing communicates the summary manner. The
or it is purpose and communicates final
unconnected findings of the the purpose and summary is
Conclus from the study. The author findings of the relevant and
ion perspective of demonstrates quite study. The author communicate
15 the research adequate demonstrates s the
The final understanding of adequate objectives
summary in no the strengths and understanding of and findings
way weaknesses of the strengths and of
communicates his/her own weaknesses of the study.
the purpose and research. his/her own The author
findings of the research. demonstrates
study. The good
author understandin
demonstrates g of the
inadequate strengths and
understanding of weaknesses
the strengths of his/her
and weaknesses own
of his/her own research.
research.

Referencing References are The referencing is The referencing The

(5) of poor quality. in a proper manner is in a proper referencing is
The format and but the layout of manner and the in a proper
layout are the bibliography is layout of the and extensive
inconsistent consistent with bibliography is manner. The
and not in line APA style. There largely in line format and
with APA are, however, a with APA style. layout of the
style. number of bibliography
inconsistencies. are correct
and in line
with APA
style.

Rubrics for Oral Presentation - Supervisor (10%)

Item/ Weight
0 1 2 3 4 5 6 7 8 9 10
Content Organizational Organizational Appropriate Organizational
(3) structure present structure present organizational pattern is
but unclear with clearly with pattern used and compelling and
underdeveloped introduction, easy to follow moves audience
introduction, body and with developed through speech
body and conclusion. A introduction, with ease.
conclusion. few transitions. understandable Introduction
Transitions are body part and draws in the
awkward. satisfying audience and
conclusion. Main conclusion is
points are satisfying. Main
smoothly points are clearly
connected with made and
transitions. smoothly
connected with
transitions.
Performance Very little Little gestures or Adequate use of Effective use of
(3) gestures or eye eye contact. gestures, eye gestures, eye
contact. Monotone voice contact, contact, vivid
Monotone voice or insufficient language, and language, and
or insufficient volume. Little voice. Limited voice to add
volume. poise. Heavy oral fillers and interest to speech.
Reading of notes reliance on nonverbal Poised with use of
only. Speech is notes. Abundant distractions. Uses notes for reference
often oral fillers and a wide range of only. No oral
unintelligible nonverbal pronunciation fillers and
distractions. features nonverbal
Mispronunciatio distractions. Clear
ns are frequent pronunciation
and cause some
difficulty for the
listener
Time No regard for Presentation Presentation Presentation given
management time constraints. given within given within two within time
(2) six or seven four or five or three minutes constraints
minutes above minutes above above or below
or below the or below the the allotted time
allotted time allotted time.

Questions Unable to Most questions Nearly all All questions are

response respond many are responded questions are responded
(2) questions. competently. responded knowledgably and
knowledgably respectively.
and respectively

Rubrics for Written Graduation Thesis - Examiner (80%)

Item/ Weight Unsatisfactory Developing Satisfactory Exemplary
0 1 2 3 4 5 6 7 8 9 10
Format There are There are several There are minor There are
(3) consistent mistakes in the mistakes in the hardly any
mistakes in required format. required format. mistakes in the
the required required
format. format.
10 Coherence and The The paper is The paper is The paper is
Organization (4) development of presented with presented in clearly stated,
paper is vague; connected concept logical sequence well-developed
no apparent and ideas, clear and well and well
logical order of transitions. organized. organized.
presentation.
Language There are There are several There are minor There are
Usage consistent spelling and spelling and hardly any
(3) spelling and grammar mistakes grammar spelling and
grammar in the paper. mistakes in the grammar
mistakes in paper. mistakes in the
the paper. paper.
Rationale and The rationale of The rationale of The rationale of The rationale of
objectives of the research the research topic the research topic the research topic
research (5) topic area is is presented and is adequately is introduced in a
unclearly the significance defined. The coherent and
described. Little and objectives of significance and interesting
Introdu evidence shows the paper is objectives of the manner. The
ction the significance justified. paper is well significance and
10 and objectives justified. objectives of the
of the research paper is well
topic. justified.
Research Research Research questions Research Research

questions (5) questions are are defined. questions are questions are
not successfully coherently and scientifically
clearly defined.
defined. meaningful and
challenging.

Literatu Definitions of Definition of Key concepts are The key The key
re key key concepts recognized. concepts related concepts
Review terms/concepts is insufficient. to the research related to the
15 (5) topic are research topic
defined. are also clearly
defined.
Review of The previous The previous The previous The previous

previous studies studies are studies are studies are quite studies are
(10) inadequately relevant with the relevant with the adequately
relevant with research topic and research topic relevant with
the research summarized. and the research
topic and appropriately topic and
inappropriatel summarized. appropriately
y summarized. summarized.
15 Research The author The author The author The author

Methodology displays such a correctly presents justifies his/her justifies his/ her
and Methods low level of the research choice of analysis choice of
(10) research methods and methods and research
methodology shows good demonstrates methods
and methods organization and effective systematically
that it can be application of application of and
regarded as research relevant research demonstrates a
unacceptable. methodology. methodology. deep
Researc understanding in
h the application
Design of relevant
15 research
methodology.

Collecting and The author The author The author The author
analyzing data describes the correctly presents presents the data presents the data
(5) data collecting the data collecting collecting and collecting and
and analyzing and analyzing analyzing stages analyzing stages
stages but the stages and also clearly. The correctly and
description outlines the author makes clearly. The
does not form a analysis. The good use of the author makes
coherent and analysis data in the great use of the
logical whole. demonstrates a analysis. The data in the
The analysis good command author chooses analysis. The
methods are and reliable use of the methods author chooses
mainly chosen the method. sensibly to the relevant
to answer the summarize the methods to best
research information summarize the
questions, but provided by the information
the author has data. provided by the
an insufficient data.
command of
the methods.
Relevance The author The author The author The author

between demonstrates a demonstrates demonstrates demonstrates
research poor level of a satisfactory adequate levels of advanced levels
findings and understanding understanding in understanding in of understanding
objectives in the analysis the the analysis of the in the analysis of
(5) of the research analysis of the research findings. the research
findings. The research findings. The research findings. The
research The research findings are research findings
findings are findings may be adequate relevant are relevant to the
inadequate in adequate but not as to the objectives objectives of the
Finding meeting described. of the study. study.
s&
objectives of
Discussi
on study.
Evaluating and The thesis does The research The research The research
15 discussing the not succeed in findings make a findings make a findings make a
findings making minor contribution good contribution significant
(10) contribution to to the knowledge to the knowledge contribution to
the knowledge base of the base of the the knowledge
base of the discipline and field discipline and base of the
of study. field of study.

discipline and discipline and

field of study. field of study.
Conclusion & No logical The conclusions are The conclusions The conclusions
Reconmmendati conclusions are partially logical. are presented are presented
on (10) reached. The link between logically and logically and
Answers to the conclusions and answers to answers to
research research questions research research
questions is left somewhat questions are questions are
studied and unclear. The final explained in a explained
discussion about summary only good manner. in a coherent
them is almost partially The final manner. The
entirely missing communicates the summary final summary is
or it is purpose and communicates relevant and
unconnected findings of the the purpose and communicates
Conclus from the study. The author findings of the the objectives
ion perspective of demonstrates quite study. The author and findings of
15 the research adequate demonstrates the study. The
The final understanding of adequate author
summary in no the strengths and understanding of demonstrates
way weaknesses of the strengths and good
communicates his/her own weaknesses of understanding of
the purpose and research. his/her own the strengths and
findings of the research. weaknesses of
study. The his/her own
author research.
demonstrates
inadequate
understanding of
the strengths
and weaknesses
of his/her own
research.
Referencing References are The referencing is The referencing The referencing
(5) of poor quality. in a proper manner is in a proper is in a proper
The format and but the layout of manner and the and extensive
layout are the bibliography is layout of the manner. The
inconsistent consistent with bibliography is format and
and not in line APA style. There largely in line layout of the
with APA are, however, a with APA style. bibliography are
style. correct and in

number of line with APA

inconsistencies. style.

Rubrics for Oral Presentation - Examiner (20%)

Item/ Weight
0 1 2 3 4 5 6 7 8 9 10
Content Organizational Organizational Appropriate Organizational
(6) structure present structure present organizational pattern is
but unclear with clearly with pattern used and compelling and
underdeveloped introduction, easy to follow moves audience
introduction, body and with developed through speech
body and conclusion. A introduction, with ease.
conclusion. few transitions. understandable Introduction
Transitions are body part and draws in the
awkward. satisfying audience and
conclusion. Main conclusion is
points are satisfying. Main
smoothly points are clearly
connected with made and
transitions. smoothly
connected with
transitions.
Performance Very little Little gestures or Adequate use of Effective use of
(6) gestures or eye eye contact. gestures, eye gestures, eye
contact. Monotone voice contact, contact, vivid
Monotone voice or insufficient language, and language, and
or insufficient volume. Little voice. Limited voice to add
volume. poise. Heavy oral fillers and interest to speech.
Reading of notes reliance on nonverbal Poised with use of
only. Speech is notes. Abundant distractions. Uses notes for reference
often oral fillers and a wide range of only. No oral
unintelligible nonverbal pronunciation fillers and
distractions. features nonverbal
Mispronunciatio distractions. Clear
ns are frequent pronunciation
and cause some
difficulty for the
listener
Time No regard for Presentation Presentation Presentation given
management time constraints. given within given within two within time
(4) six or seven four or five or three minutes constraints
minutes above minutes above above or below
or below the or below the the allotted time
allotted time allotted time.

Questions Unable to Most questions Nearly all All questions are

response respond many are responded questions are responded
(4) questions. competently. responded knowledgably and
knowledgably respectively.
and respectively

Rubrics for Supervisor’s Appraisal (10%)
Item/ Unsatisfactory Developing Satisfactory Exemplary

Weight
0 1 2 3 4 5 6 7 8 9 10
Communic Students show a weak Students show an Students show a Students show a
ation skill communication skill in adequate good very good
(2) meetings with the communication communication communication
supervisor and group skill in meetings skill in skill in meetings
members. with the supervisor meetings with with the
and group the supervisor supervisor and
members. and group group members.
members.
Punctuality Students are always late Students are Students are Students are
(2) in meetings with the sometimes late in usually punctual always punctual
supervisor. meetings with the in meetings in meetings with
supervisor. with the the supervisor.
supervisor.
Continuous Students show an Students show a Students show a Students show a
improveme unwilling attitude positive attitude positive attitude willing attitude
nt towards assigned work, towards assigned towards towards assigned
(6) complete work late often work, complete assigned work, work, complete
and make no reference work late complete work work on time or
from the supervisor. sometimes and can on time or make make alternative
make a relevant alternative arrangement and
reference from the arrangement make a good
supervisor. and make a reference from
good reference the supervisor.
from the
supervisor.


Shadowing Techniques-2023

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MINISTRY OF INDUSTRY AND TRADE

INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY

STUDENT NAME & ID: BUI THI NGOC NHI - 20118171

COHORT : 2020 - 2024

SUPERVISOR NAME : LE THI THUY, M.A.

STUDENT NAME & ID: BUI THI NGOC NHI - 20118171

COHORT : 2020 - 2024

SUPERVISOR NAME : LE THI THUY, M.A.

Student name & ID : BUI THI NGOC NHI - 20118171

Date submitted : November 15th, 2023

Word count : 7,778 words

CHAPTER 1: INTRODUCTION ................................................................................................ 1

1.1. Rationale ............................................................................................................................... 2

1.2. Objectives ............................................................................................................................. 3

1.3. Research questions ................................................................................................................ 3

1.4. Scope of the study ................................................................................................................. 3

CHAPTER 2: LITERATURE REVIEW .................................................................................... 5

2.1. Definitions of key terms ....................................................................................................... 6

2.1.1. Definitions of speaking skills ......................................................................................... 6

2.1.2. Definitions of shadowing techniques ............................................................................. 7

2.2. Previous studies .................................................................................................................... 8

2.2.1 Effects of applying shadowing techniques in learning speaking skills ........................... 8

2.2.2. Challenges of applying shadowing techniques in learning speaking skills ................. 11

CHAPTER 3 RESEARCH METHODOLOGY ....................................................................... 14

3.1. Research site ....................................................................................................................... 15

3.3. Research Methodology ....................................................................................................... 15

3.3.1. Research Methodology................................................................................................. 15

3.3.2. Research Methods ........................................................................................................ 16

3.4. Procedure ............................................................................................................................ 16

3.5. Data analysis ....................................................................................................................... 17

CHAPTER 4: FINDINGS AND DISCUSSIONS ..................................................................... 18

4.1. Findings from a questionnaire for English-majored students. ............................................ 19

4.1.1. General information of participants ............................................................................. 19

CHAPTER 5: CONCLUSION ................................................................................................... 31

5.1. Conclusion .......................................................................................................................... 32

5.2. Recommendation ................................................................................................................ 32

5.3. Limitations of the study ...................................................................................................... 33

5.4. Suggestions for further study .............................................................................................. 33

Table 4.1: Positive effects of using shadowing techniques .......................................................... 23

Supervisor: Le Thi Thuy M.A. Page | 1

language proficiency. Having acknowledged that accurate pronunciation and appropriate

Supervisor: Le Thi Thuy M.A. Page | 4

CHAPTER 2: LITERATURE REVIEW

Supervisor: Le Thi Thuy M.A. Page | 5

2.1. Definitions of key terms

Supervisor: Le Thi Thuy M.A. Page | 10

2.2.2. Challenges of applying shadowing techniques in learning speaking skills

Supervisor: Le Thi Thuy M.A. Page | 12

Supervisor: Le Thi Thuy M.A. Page | 13

CHAPTER 3 RESEARCH METHODOLOGY

Supervisor: Le Thi Thuy M.A. Page | 14

3.1. Research site

CHAPTER 4: FINDINGS AND DISCUSSIONS

Supervisor: Le Thi Thuy M.A. Page | 18

4.1. Findings from a questionnaire for English-majored students.

Supervisor: Le Thi Thuy M.A. Page | 19

How learners are familiar with shadowing techniques.

Figure 4.2. How learners familiar with shadowing techniques

Supervisor: Le Thi Thuy M.A. Page | 20