Abstract

This study evaluated the effectiveness of the Shadowing Technique in improving the speaking abilities of Senior High School General Academic Strand (GAS) students, focusing on fluency and pronunciation. Using a one-group pretest-posttest quasi-experimental design, the research involved 30 Grade 11 students from Toledo S. Pantilo Memorial National High School in Surigao del Norte, Philippines. A speaking test, assessed with a teacher-made rubric, measured student performance in fluency and pronunciation before and after the implementation of the Shadowing Technique. Data analysis was conducted using mean, Shapiro-Wilk Normality Test, Wilcoxon Signed-Rank Test, and paired t-tests. Findings revealed that fluency showed a higher post-test mean score than pronunciation, with both skills showing significant improvement. The Oral Communication lesson plan, incorporating activities such as Shadowing Technique, supported student engagement and skill development. The statistically significant improvement in both fluency and pronunciation confirms the effectiveness of the Shadowing Technique in enhancing speaking skills. It is recommended that English teachers incorporate the Shadowing Technique into oral communication lessons to improve students' fluency and pronunciation.