Abstract
Effective ways of establishing and enhancing students' pronunciation have always been studied worldwide. One of the new methods and techniques proposed to develop students' pronunciation is the shadowing technique. This technique allows students to practice their pronunciation simply and regularly with the help of authentic materials. This research was conducted as a quasi-experimental study with a non-equivalent control group design. Samples were taken at random using the purposive random sampling method. The samples consisted of 30 students who were divided into two groups, the experimental group and the control group. Data was collected through pronunciation tests, a survey and an interview; and results were found using descriptive and T-test analysis. The results obtained suggest that the shadowing technique is beneficial to be applied by teachers in teaching pronunciation. The most remarkable aspects of the findings are 1) the students were motivated during the teaching and learning process; and 2) they have had significant improvements in their English pronunciation post-test, in terms of both control speech and spontaneous speech.
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