Abstract
The current study investigates the effects of shadow-reading on the development of the reading comprehension of undergraduate students who studied English at Ajloun University College/ Al-Balqa Applied University. The researchers randomly selected 100 EFL learners from the Department of English Language at Ajloun University College who enrolled in the reading course in the first semester2021/2022. The students were first and second-year students aged 18-22. The sample of the study was divided equally into experimental and control groups. The control group was exposed only to regular classroom reading instruction, while the experimental group received shadow-reading instruction. The researchers conducted a posttest to find out if there were significant differences between both groups. The results indicated that shadow-reading affected reading comprehension positively. It is found that shadow-reading is more effective than other traditional methods in teaching reading comprehension. The current study presents several recommendations for language learners, researchers, teachers, and syllabus designers.
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