VIET NAM NATIONAL UNIVERSITY OF AGRICULTURE FACULTY OF EDUCATION AND FOREIGN LANGUAGES BA THESIS MOTIVATION AND ATTITUDE TOWARDS SHADOWING OF THIRD - YEAR ENGLISH MAJORS AT VIETNAM NATIONAL UNIVERSITY OF AGRICULTURE ĐỘNG CƠ VÀ THÁI ĐỘ ĐỐI VỚI HOẠT ĐỘNG SHADOWING CỦA SINH VIÊN NĂM BA NGÀNH NGÔN NGỮ ANH TẠI HỌC VIỆN NÔNG NGHIỆP VIỆT NAM Student : VŨ NGỌC MAI Student code: 621199 Major : ENGLISH Supervisor : NGUYEN THI HOAI, M.A HaNoi – 2021 VIET NAM NATIONAL UNIVERSITY OF AGRICULTURE FACULTY OF EDUCATION AND FOREIGN LANGUAGES BA THESIS MOTIVATION AND ATTITUDE TOWARDS SHADOWING OF THIRD - YEAR ENGLISH MAJORS AT VIETNAM NATIONAL UNIVERSITY OF AGRICULTURE ĐỘNG CƠ VÀ THÁI ĐỘ ĐỐI VỚI HOẠT ĐỘNG SHADOWING CỦA SINH VIÊN NĂM BA NGÀNH NGÔN NGỮ ANH TẠI HỌC VIỆN NÔNG NGHIỆP VIỆT NAM Student : VŨ NGỌC MAI Student code: 621199 Major : ENGLISH Supervisor : NGUYEN THI HOAI, M.A HaNoi – 2021 CERTIFICATE OF ORIGINALITY I, the undersigned, hereby certify my authority of the study project report entitled Motivation and attitude towards shadowing of third - year English majors at Viet Nam National University of Agriculture submitted in partial fulfillment of the requirements for the degree of Bachelor in English Language Except where the reference is indicated, no other person‘s work has been used without due acknowledgement in the text of the thesis Hanoi, 2021 Vu Ngoc Mai Approved by SUPERVISOR Nguyen Thi Hoai (Signature and full name) Date……………… i ACKNOWLEGEMENT First and foremost, I want to express my appreciation to my supervisor, Mrs Nguyen Thi Hoai, MA, for her invaluable advice, helpful ideas, and critical remarks throughout my research, without which I would not have been able to finish my research Next, I would like to send my sincere thanks to the lecturers in the Faculty of Education and Foreign Languages at VNUA for their useful advice on this study Finally, I would like to send my thanks to my family, who have created the best conditions for me to study and practice Similarly, I wish to send my sincere thanks to all third-year English major students at VNUA for their participation and assistance, without which this study could not have been successful ii TABLE OF CONTENTS CERTIFICATE OF ORIGINALITY i ACKNOWLEGEMENT ii TABLE OF CONTENTS iii ABSTRACT v LIST OF ABBREVIATION vi LIST OF TABLES vii LIST OF GRAPHS vii Part 1: INTRODUCTION 1.1 RATIONALE FOR THE STUDY 1.2 AIMS AND OBJECTIVES OF THE STUDY 1.3 RESEARCH QUESTIONS 1.4 SCOPE OF THE STUDY 1.5 SIGNIFICANCE OF THE STUDY 1.6 DESIGN OF THE STUDY Chapter 1: LITERATURE REVIEW 1.1 REVIEW OF PREVIOUS STUDIES 1.2 THEORETICAL BACKGROUND 1.2.1 Motivation 1.2.2 Attitude 11 1.2.3 Shadowing 14 Chapter 2: METHODOLOGY 20 2.1 RESEARCH METHODOLOGY 20 2.2 RESEARCH CONTEXT 20 2.3 DATA COLLECTION 21 2.3.1 Data collecting instruments 21 2.3.2 Data collecting procedures: 22 iii 2.4 DATA ANALYSIS 22 2.5 SUMMARY METHODOLOGY 23 Chapter 3: FINDING AND DISCUSSION 24 3.1 RESEARCH QUESTION 1: 24 3.1.1 Motivation 24 3.1.2 Attitude 27 3.1.3 Suggestion 29 3.2 SUMMARY OF FINDINGS AND DISCUSSION 32 Part 3: CONCLUSION 33 1.Recapitulation 33 Concluding remarks 33 Limitation of the study 33 Recommendations/Suggestions for further study 34 REFERENCES 35 APPENDIX 38 iv ABSTRACT The aim of this study was to investigate the attitudes and motivations towards shadowing of third-year English majored‘ students at Viet Nam National University of Agriculture Specifically, the researcher wanted to examine the participants' attitudes/motivations towards shadowing and some suggestions for the shadowing activities that was compulsory to the course of Phonetics and Phonology in their study program This study addresses questions two research questions: (1) What are learners' attitude/motivation towards shadowing? (2) What are some suggestions for shadowing activities Participants of the study are 96 third - year English majors at VNUA They were asked to complete a survey consisting of 30 items The study used mixed approaches, quantitative and qualitative approaches The results indicated that the majority of participants found shadowing to be effective for learning English Students' motivation towards shadowing included that content comprehension of shadowing materials is the key factor in order to improve the item scores of Phonetics and Phonology in their study program In other words, it is crucial to take content into consideration in order to encourage participants to continue shadowing in the future The participants suggested that the difficulty level of shadowing materials and audio speed need to match the participants‘ level so that they can maintain high accuracy in their shadowing performance Keywords: English, Shadowing, Motivation, Attitudes v LIST OF ABBREVIATION VNUA : Vietnam National University of Agriculture EM : Extrinsic motivation IM : Intrinsic motivation (Watanabe et al 2013) Ct : Cost Pf : Attitude towards shadowing performance St : Satisfaction vi LIST OF TABLES Table 1: Examples of shadowing varieties (Kadota and Tamai, 2004; Lambert, 1992; Murphey, 2001; Norman, 1976) 14 Table 2: Participants of the study 20 Table 3: Gender 21 Table 4: English proficiency levels 21 Table 3.1: Motivation towards shadowing 24 Table 3.2: Attitudes towards shadowing 27 LIST OF GRAPHS Figure 1: A Taxonomy of Human Motivation, adopted from Ryan and Deci (2000) vii Part 1: INTRODUCTION 1.1 RATIONALE FOR THE STUDY In Second Language Acquisition, a teaching technique called 'shadowing' is increasingly recognized as an effective practice for developing skills in English classes Shadowing has been considered by language researchers to be one of the most correct and effective ways of thinking in the brain for language learning Shadowing refers to the task of auditory monitoring of the simultaneous repetition of a native voice heard through a set of headphones (Lambert,1992) Shadowing helps students learn in the right direction and effectively, creating a habit of arranging learning and practice time each day, improving their ability to communicate quickly in the learning process Besides, it is a more practical professional practice method This study focuses on motivations and attitudes of students in the process of Shadowing practice as well as their experiences The biggest advantage of "shadowing" (immediately repeating each word the learner hears) is to help feel the fullest and the way up and down (intonation), the rhythm and especially the speed of native speakers Being familiar with the above factors will help learners tend to become more fluent and confident when speaking in English or any other foreign language in the future Shadowing is supposed to help learners improve their bottom-up phonetics quickly in a relatively short amount of time, so those of lower levels who are not fully exposed in the classroom will enjoy its benefits According to Markee's (1992) on innovation in language teaching, frequent shadowing machines will likely cause resistance in applying shadowing methods outside of Japan, the quality of teaching Mostly due to the difference with the teaching method of formal communication languages of L2 pedagogy, the creative language output of learners is mainly emphasized (Hamada, 2015) participants commenting on that Instructors can also create audio samples by recording themselves This matches the most suitable speed adjustment for the participant As a result, the shadowing materials in this study featured a number of foreign vocabulary and grammatical phrases, with the degree of unfamiliarity varying greatly based on each student's language skill level For the audio speed of the shadowing model, a progressive speed progression approach was used As for the speed progression, it is the principal reason for the negative attitudes towards shadowing in this study, because of the speed being too fast for certain participants to keep up with (Sumiyoshi and Svetanant, 2017) Through interviews, the reason is that ―I failed to cope with the speed of the speaker and the speaker spoke too fast so that I missed some sounds and words or phrases‖ and ―linking words as well‖ All participants commented that it is advisable to start practicing the Shadowing method from easy and then gradually increase the difficulty It is necessary to practice slowly, starting from the lowest level to gradually improve Don't choose the difficulty level right from the start Both top-down and bottom-up processing are used by people (Vandergrift and Goh, 2012) Because it aids learners in perceiving and recognizing words, shadowing promotes bottom-up processing for improvement (Hamada, 2016) Learners with poor skills rely on top-down processing to compensate for their poor bottom-up processing (Rost, 2011) Bottom-up processing will be hampered by the reliance on top-down processing for improvement, leaving it weak b) Suggestions related to the frequency of shadowing practice Most participants responded with comments with various suggestions Students, who come from third-year majors and know about the shadowing method, after joining in Phonetics and Phonology course Half of the participants usually apply it in their daily exercise and increased motivation to study speaking in the future, and only a few students sometimes apply it in daily 31 life The number of students chose usually, especially high More than a quarter of participants rarely practice shadowing in their practice However, there still have a few students who usually shadowing to practice speed Although over half of the students know this method before doing the Phonetics and Phonology course, only a few students are conscious of applying it in their daily practice listening and speaking English It can be figured out that they need to know an appropriate way to practice with this method and understand clearly the essence of shadowing Another friend said that it is advisable to practice for a short time, about 10 to 15 minutes When you start practicing, you will feel very excited 3.2 SUMMARY OF FINDINGS AND DISCUSSION Shadowing is effective due to learners' motivation and attitudes, especially in the Phonetics and Phonology course The answers in the questionnaires also support this point In addition, most of the participants agreed on the usefulness of the feedback and believed that understanding the content and practicing more about shadowing would improve skills especially pronunciation In terms of speed of progression, that was the main reason for the negative attitude towards shadowing in this study, as the pace was so fast that some participants couldn't keep up 32 Part 3: CONCLUSION 1.Recapitulation The primary goal of this study is to look at the effects of shadowing on psychological variables in learners from the perspective of the motivation and attitude framework Where the development part is the main part of the research The development includes three chapters: Literature review, methodology, and finally findings and discussion The literature review will summarize in order to enhance shadowing implementation is deemed critical to study the factors that promote learners' inclination to continue shadowing This is followed by a methodology section that delves into the methodology for each research question In this section, the quantitative and qualitative methods were also clearly analyzed to serve the topic The other chapter, findings and discussions, delves into answers to two research questions To answer convincingly, each research question is analyzed by collecting actual data from VNUA students So, the development part is the backbone of this research topic Concluding remarks The results indicated that the majority of participants found shadowing to be effective for learning English The usefulness of the feedback is confirmed and the participants believed that understanding the content and practicing shadowing more would improve skills especially pronunciation Also, most of the students agreed that the pace was so fast that some participants couldn't keep up The interview results showed that students suggested practicing the Shadowing method from easy and then gradually increase the difficulty Also, they stated that more shadowing should be done to see progress Limitation of the study Despite a lot of contributions and effort devoted to completing the study, there still exist some limitations The first limitation lies in the fact that this 33 study was conducted in a rather short period of time Another drawback of this study is the instrumentation used in the investigation Only two instruments were utilized to gather information Questionnaires and interviews may not accurately reflect students' understanding of the shadowing approach as well as their experience using it Limitations could not be avoided in completing the study The results could be more objective and valuable if students had to shadowing practice on a weekly basis so that they could see their progression (if any) In this study, the researcher could not be sure about the frequency of shadowing practice done by the participants Recommendations/Suggestions for further study The research was conducted with the small scale of participants, time limitations, and the restriction of instruments Future research should be done in a long period so that the results can be more reliable Future studies could involve shadowing as an in-class activities for better observation of the procedure as well as their attitude toward shadowing More frequent shadowing practice will help students to have clearer attitude toward shadowing 34 REFERENCES Kyo, H (2012) Nihongo Gakushu ni Mirareru Shadowing no Kouka Meikai Nihongo, 17, 103-111 Lambert, S (1992) Shadowing Meta: Journal des traducteurs/Meta: Translators' Journal, 37(2), 263-273 MacIntyre, P D., & Gardner, R C (1991) Methods and results in the study of anxiety and language learning: A review of the literature Language learning, 41(1), 85-117 Hamada, Y (2015) Monitoring strategy in shadowing: self-monitoring and pair-monitoring The Asian EFL Journal, Professional Teaching Articles, 81, 4-25 Saito, K (2011) Identifying problematic segmental features to acquire comprehensible pronunciation in EFL settings: The case of Japanese learners of English RELC Journal, 42(3), 363-378 Sumiyoshi, H., & Svetanant, C (2017) Motivation and attitude towards shadowing: learners‘ perspectives in Japanese as a foreign language AsianPacific Journal of Second and Foreign Language Education, 2(1), 1-21 Lin, L (2009) A study of using ―shadowing‖ as a task in junior high EFL program in Taiwan Unpublished master’s thesis, National Taiwan University of Science and Technology, Taiwan Ryan, R M., & Deci, E L (2000) Intrinsic and extrinsic motivations: Classic definitions and new directions Contemporary educational psychology, 25(1), 54-67 Hamada, Y (2018) Shadowing for pronunciation development: Hapticshadowing and IPA-shadowing Journal of Asia TEFL, 15(1), 167 Kurata, K (2007) A Fundamental Study on the Cognitive Mechanism of Shadowing in Japanese-From the view point of oral reproduction, memory span 35 and sentence structure Bulletin of the Graduate School of Education, Hiroshima University, 56(2), 259-265 Hamada, Y (2012) An effective way to improve listening skills through shadowing The language teacher, 36(1), 3-10 Hamada, Y (2015) Uncovering shadowing as an EFL teaching technique for listening: Learners‘ perceptions, self-confidence, and motivation Akita University Annual Research Report on General Education, 9(22), 9-22 Hewgill, D., Noro, H., & Poulton, C (2004) Exploring drama and theatre in teaching Japanese: Hirata Oriza‘s play, Tokyo notes, in an advanced Japanese conversation course Sekai-No Nihongo Kyooiku, 14, 227-52 Mochizuki, M (2006) Exploring the application of shadowing to Japanese education Audio-Visual Education, 6(1), 37-53 Mochizuki, M (2006) Exploring the application of shadowing to Japanese education Audio-Visual Education, 6(1), 37-53 Grant, L., & Brinton, D (2014) Pronunciation myths: Applying second language research to classroom teaching University of Michigan Press Luque, M T B ADVANTAGES OF USING SHADOWING IN LEARNING ENGLISH Kadota, S., & Tamai, K (2004) Ketteiban eigo shadowing [English shadowing] Tokyo: Cosmopier Tamai, K (1997) Shadowing no koka to chokai process niokeru ichizuke.[The effectiveness of shadowing and listening process] Current English Studies, 36, 105-116 Wilson, M (2003) Discovery listening—improving perceptual processing ELT journal, 57(4), 335-343 Saito, K (2011) Identifying problematic segmental features to acquire comprehensible pronunciation in EFL settings: The case of Japanese learners of English RELC Journal, 42(3), 363-378 36 Burger, J M., LaSalvia, C T., Hendricks, L A., Mehdipour, T., & Neudeck, E M (2011) Partying before the party gets started: The effects of descriptive norms on pregaming behavior Basic and Applied Social Psychology, 33(3), 220-227 Tamai, K (2005) A study on the effect of shadowing as an instructional method of listening Tokyo: Kazama Shobo Burger, J M., LaSalvia, C T., Hendricks, L A., Mehdipour, T., & Neudeck, E M (2011) Partying before the party gets started: The effects of descriptive norms on pregaming behavior Basic and Applied Social Psychology, 33(3), 220-227 37 APPENDIX APPENDIX 1: QUESTIONNAIRE FOR STUDENTS (VIETNAMESE VERSION) PHIẾU KHẢO SÁT ĐỘNG CƠ VÀ THÁI ĐỘ ĐỐI VỚI HOẠT ĐỘNG SHADOWING CỦA SINH VIÊN NĂM BA NGÀNH NGÔN NGỮ ANH TẠI HỌC VIỆN NƠNG NGHIỆP VIỆT NAM Xin chào! Mình tên Vũ Ngọc Mai, đến từ lớp K62ENGA Mình thực nghiên cứu động thái độ thực hành Shadowing sinh viên năm thứ ba chuyên ngành tiếng Anh học viện Nông nghiệp Việt Nam Mình muốn nhờ bạn giúp đỡ trả lời bảng câu hỏi để thu thập liệu liên quan cho nghiên cứu Tất câu hỏi dạng thang điểm đánhgiá Mình hy vọng không nhiều thời gian công sức bạn để hồn thành Thơng tin bạn chắn bảo mật để tránh làm phiền đến quyền riêng tư bạn Cảm ơn bạn trước nhé! Phần 1: Thông tin cá nhân Câu 1: Họ tên: ……………………………… Câu 2: Bạn học lớp: ☐K63ENGA ☐K63ENGB ☐K63ENGD ☐K63ENGE Câu 3: Giới tính: ☐ Nam ☐K63ENGC ☐ Nữ Câu 4: Bạn năm tuổi? ☐20tuổi ☐21tuổi ☐22 tuổi ☐23tuổi ☐> 23 tuổi Câu 5: Bạn học Tiếng Anh rồi? ☐1-5 năm ☐6-10 năm ☐11-15 năm ☐trên 15 năm Câu 6: Trình độ tiếng anh bạn mức nào? ☐A2 ☐B1 ☐B2 ☐C1 ☐C2 38 Phần 2: Bạn vui lòng cho biết ý kiến bạn vào phát biểu Bằng cách đánh dấu X vào thích hợp Các mức độ đồng ý tương đương: Hoàn toàn đồng ý; (1) Đồng ý (2); Đồng ý phần (3); Không đồng ý phần (4); Khơng đồng ý (5); Hồn tồn khơng đồng ý (6) Phát biểu 1.Tôi bắt đầu thực hành shadowing cách dễ dàng 2.Tôi cho thực hành shadowing với tốc độ nhanh điều quan trọng Tôi nghĩ phát âm trở nên tốt sau luyện tập shadowing Tơi thích shadowing mang tính thách thức với tơi Tơi thấy hài lịng tơi đạt 80% cho sản phẩm shadowing 80% điểm cao Tơi nghĩ hoạt động shadowing có hiệu việc nâng cao phát âm Việc luyện tập shadowing không hỗ trợ cho việc học tiếng Anh Điều hài lòng thực hành shadowing việc cố gắng hiểu nội dung nghe kỹ Nhìn chung, việc thực hành shadowing cho trải nghiệm học tập quý giá 10 Tôi nghĩ việc sửa lỗi sau nhận nhận xét giáo viên với shadowing quan trọng việc nâng cao kỹ shadowing 39 11 Shadowing khơng khó khăn cho bạn 12 Tôi nghĩ phát âm tốt kết thúc khóa học ngữ âm âm vị học sau nhiều lần luyện tập Shadowing 13 Tôi luyện tập Shadowing tơi muốn nghe người xứ 14 Tôi dễ dàng bực bội bắt kịp tốc độ Shadowing 15 Nếu có thể, tơi muốn đạt điểm cao hầu hết học sinh khác Shadowing 16 Tôi tin vào thân trở nên giỏi tơi luyện tập Shadowing nhiều 17 Shadowing khiến mệt mỏi 18 Bạn nghĩ học theo phương pháp Shadowing giống đứa trẻ tập nói 20 Bạn nản chí bỏ luyện tập Shadowing 21 Kết hợp vừa học tập, vừa giải trí việc thực hành Shadowing hiệu nhiều Ví dụ như: Xem phim,nghe nhạc… 22 Bạn nghĩ luyện tập Shadowing nhiều không hiệu 23 Shadowing đem lại hiệu bất ngờ phát âm bạn 24 Luyện tập Shadowing chẳng đem lại lợi ích cho bạn 40 (ENGLISH VERSION) SURVEY QUESTIONS MOTIVATION AND ATTITUDE TOWARDS SHADOWING OF THIRD - YEAR ENGLISH MAJORS AT VIETNAM NATIONAL UNIVERSITY OF AGRICULTURE Hello! My name is Vu Ngoc Mai, from class K62ENGA I am conducting a study on the motivation and attitude to practice Shadowing of third-year English majors at Vietnam National University of Agriculture I would like to ask for your help in answering the questionnaire to collect relevant data for my research All questions are in the form of a rating scale I hope it won't take much of your time and effort to complete Your information will definitely be kept confidential to avoid disturbing your privacy Thank you! Part 1: Personal information Question 1: Full name: …………………… Question 2: Classmate: ☐ K63ENGA ☐ K63ENGB ☐ K63ENGD ☐ K63ENGE ☐ Male Question 3: Gender: ☐ K63ENGC ☐ Female Question 4: How old are you this year? ☐ 20 years old old ☐ 21 years old ☐ 22 years old ☐ 23 years ☐ > 23 years old Question 5: How long have you been studying English? ☐ 1-5 years ☐ 6-10 years ☐ 11-15 years ☐ 15 years Question 6: What is your level of English? ☐ A2 ☐ B1 ☐ B2 ☐ C1 ☐ C2 41 Part 2: Please give your opinion on the statements below By placing an X in the appropriate box Equivalent degrees of agreement: Strongly agree; (1) Agree (2); Partially Disagree (3); Partly disagree (4); Disagree (5); Strongly disagree (6) Items 1.I cannot start working on shadowing easily 2.I think it is important to practice shadowing at a faster speed I think my pronunciation became better after practicing shadowing 4.I like shadowing because it is challenging for me I'm satisfied if I get more than 80% on a shadowing task because it is already a high mark I think shadowing is effective in improving my pronunciation Shadowing practice did not assist my learning in English language The most satisfying thing for me in shadowing practice is trying to understand the content as thoroughly as possible I like shadowing because it is challenging for me 10 I think correcting my mistakes after receiving the feedback is important to improve my shadowing skills 11 Shadowing is not painful 12 I think I got better after finishing the phonetics and phonology course after many Shadowing practice 13 I practice shadowing because I want to sound like a native English speaker 42 14 I get frustrated easily when I can't keep up with Shadowing speed 15 If I can, I want to get better marks in shadowing than most of the other students 16 I believe in myself that I can become better at shadowing if I practice more 17 Shadowing makes me tired 18 You think learning the Shadowing method is like a child learning to speak 19 I got discouraged and gave up while practicing Shadowing 20 Combining learning and entertainment, Shadowing practice will be much more effective For example: Watching movies, listening to music… 21 You think practicing Shadowing too much won't work 22 I think shadowing is effective in improving my pronunciation 23 Practicing Shadowing won't you any good 43 Appendix Interview questions (VIETNAMESE VERSION) A: THÁI ĐỘ TÍCH CỰC C1 Shadowing gây khó khăn cho bạn? Vậy bạn nêu cho tơi biết khó khăn bạn gặp phải khơng?Với khó khăn bạn vừa nêu, bạn có ý kiến để giúp khắc phục khó khăn khơng? C2: Bạn nghĩ luyện tập Shadowing đứa trẻ tập nói? Bạn có luyện tập shadowing để cải thiện kỹ nói khơng? C3: Bạn thích luyện tập Shadowing qua phương pháp nghe nhạc xem phim… khơng? Vì vậy?Việc luyện tập qua nghe nhạc xem phim cho shadowing có cần lưu ý khơng? C4: Thực hành sadowing đem lại trải nhiệm quý giá cho bạn? Vậy bạn miêu tả trải nghiệm quý nào? Bạn có áp dụng shadowing sống hàng ngày không? C5: Shadowing dễ dàng với bạn bắt đầu? Bạn thường luyện tập với phương pháp shadowing nào? Bạn có áp dụng shadowing với tập nhà bạn khơng? B: THÁI ĐỘ KHƠNG TỐT C6: Shadowing khiến bạn mệt mỏi? Vậy cho tơi biết ngun nhân sao? Bạn có ý kiến cho hoạt động shadowing bớt mệt mỏi không? C7: Bạn nghĩ luyện tập shadowing nhiều gây hiệu khơng tốt? Vì sao? Các bước thực phương pháp Shadowing bạn gì? C8: Bạn dễ dàng cáu không bắt kịp tốc độ luyện tập shadowing? Tại bạn lại cáu? Theo bạn để bớt cáu luyện tập shadowing bạn có đề xuất gợi ý khơng? C9: Shadowing không đem lại hiệu phát âm tốt cho bạn? Vì lại vậy? 44 (ENGLISH VERSION) A: POSITIVE Q1 Shadowing to be difficult for you? So, can you tell me what the difficulty you are facing? With the difficulties you just mentioned, you have any ideas to help overcome those difficulties? Q2: Do you think practicing Shadowing is like a child learning to speak? How often you use shadowing to improve your speaking skills? Q3: You like practicing Shadowing through listening to music or watching movies…? Why? Does this practice through listening to music and watching movies for shadowing need to be noted? Q4: Shadowing practice has brought you valuable experience? So how would you describe that precious experience? Do you apply shadowing in your daily life? Q5: Shadowing was easy for you at the start? How often you practice with shadowing method? B: NEGATIVE Q6: Shadowing makes you tired? So, can you tell me why? Any ideas on how to make this shadowing less tiring? Q7: Do you think that practicing shadowing a lot will cause bad results? Why? What are the steps of implementing your Shadowing method? Q8: You get angry easily when you don't keep up with the pace of shadowing practice? Why are you angry? In your opinion, you have any suggestions or suggestions to reduce anger when practicing shadowing? Q9: Shadowing doesn't give you a good pronunciation effect? Why is that? 45