A study on Different Effects of Shadowing with the Help of WBT : The Impact on Learners' Levels of Listening Perception and Comprehension

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  • WBT利用シャドーイング指導効果の検証 : 音声知覚力および英語理解力への影響
  • WBT リヨウ シャドーイング シドウ コウカ ノ ケンショウ : オンセイ チカクリョク オヨビ エイゴ リカイリョク エ ノ エイキョウ

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From the cognitive viewpoint, it is essential for EFL learners, whose exposure to the target language is limited, to have enough training in bottom-up processing skills, such as word recognition process. Its automatization could help EFL learners improve their comprehension levels in English reading. Four years of our consecutive researches into the impact of sound utilizing teaching methods, including shadowing, text-presented shadowing, and reading aloud, showed the significant impacts on learners' scores of reading and listening perception tests. The results suggested that conscious rehearsal training such as shadowing improved some of bottom-up processing skills of EFL learners. The present study focused on the impacts of shadowing task utilizing WBT on EFL learners' levels of reading and listening perception. The merits of using WBT in a shadowing method in class are as follows: the WBT system allowed greater flexibility to recite the model sound during the same allotted time because it provided the models in different speeds; the WBT system gave the model sound directly to the ears of individual participants; the WBT system lowered learners' affective filter. Thus the WBT environment positively affected learners' reading and listening perception performances. However, the effects differed between the beginners' group and the intermediate group: the former showed significant differences both in reading and listening perception scores, however, the latter showed significant difference just in listening perception scores.


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