VietTESOL International Convention 2026

In the context of Vietnam’s ongoing educational reform and the shift toward positioning English as a second language, improving students’ oral communication competence has become a key priority in high school education. This study investigates the integration of the Shadowing technique into Grade 10 Speaking lessons, combined with structured at-home practice and digital learning platforms to enhance speaking performance. It addresses two questions: (1) To what extent does Shadowing improve students’ pronunciation, fluency, and speaking confidence? (2) What are students’ perceptions of combining in-class Shadowing with digital self-learning tools? A quasi-experimental design was conducted over eight weeks with Grade 10 students at Kim Thanh High School using the Global Success textbook. The instruction included sound recognition, chunk-based shadowing, controlled transformation, and free speaking activities to develop pronunciation, linking, stress, and intonation. At home, students followed a “5 minutes a day” model with recording tasks, self-assessment, and teacher feedback. Digital platforms such as Engnovate and Parroto supported autonomous learning and provided instant pronunciation feedback.Data from pre- and post-tests and student surveys showed significant improvements in pronunciation, fluency, confidence, and participation. Students also reported positive attitudes, noting higher motivation, autonomy, and learning effectiveness. These findings suggest that combining Shadowing with digital tools is an effective approach to improving speaking skills. It is recommended that teachers integrate Shadowing regularly, promote micro-learning habits, and leverage digital platforms to support continuous practice and learner autonomy.