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Abstract
This semi-systematic literature review aimed to contribute to the existing literature in English as a Foreign Language (EFL) research by analyzing the impact of the Shadowing technique on EFL students’ listening and speaking skills inthe classroom, a crucial topic in EFL education. By synthesizing research conducted from 2011 to 2026, the PRISMA technique facilitated the selection of these studies. The articles selected were organized in specific key themes as follows: a) the impact of the use of the Shadowing technique (linguistic effects), b) types of materials used fordeveloping listening and speaking skills in the EFL classroom, c) perceptions of EFL students (non-linguistic effects), and lastly, d) factors for selecting Shadowing technique strategies. The findings established that EFL students develop their linguistic skills (listening and speaking) efficiently, using the Shadowing technique in educational contexts. Thus,this literature review contributes to the pedagogical implications of Shadowing for EFL students in the classroom as a useful tool in the context of education, providing actionable insights for educators and policymakers.
References
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