Shadowing is a technique that has been shown to significantly improve English language learners’ (ELLs) oral fluency and comprehensibility. However, previous research showing dramatic gains over time for ELLs has varied in design, with some studies including control groups and others not, thus complicating interpretations of efficacy. These studies have also been conducted in English and other languages with attention to advanced-level ELLs and beginning-level ELLs. Additional research is needed to provide insight into the effect of shadowing on intermediate learners, as well as using treatment and control groups to get a more accurate picture of identified changes in fluency, comprehensibility, accentedness, and imitative ability. A ten-week quasi-experimental study of text shadowing practice was conducted with intermediate-level adult ELLs studying in a large western university’s intensive English program (IEP). Speech samples from the pretest and posttest were rated by non-expert native English-speaking raters for fluency, comprehensibility, accentedness, and the quality of imitative speech on nine-point Likert scales, as has been used in other pronunciation studies. A repeated-measures ANOVA showed that all participants improved significantly from the pretest to posttest in fluency and comprehensibility, with a reduction in their accentedness. While raw gain scores tended to be higher in the treatment group than the control group, the analysis showed no statistical difference between the groups in any of the four measures. The treatment group participants did share positive qualitative feedback regarding shadowing, emphasizing the value of this dynamic activity in an oral communication curriculum.
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