CALL and MALL-mediated Shadowing - Effects on Impulsive vs. Reflective EFL Learners’ Speaking Abilities

Oct 15, 2026

Uploaded by Mabel

The study examines how computer- and mobile-mediated shadowing influences Iranian EFL learners’ speaking ability, focusing on impulsive versus reflective personality types. Using Oxford Quick Placement Test to place 100 intermediate learners, the research collected speaking pretest data and measured impulsivity/reflectivity via a personality questionnaire. Participants then completed one of four groups: Prezi or WhatsApp combined with shadowing for impulsive or reflective learners. Posttest results showed significant improvement for all groups, with reflective learners outperforming impulsive learners in both media conditions.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages14

Reading Time35 min

AccessFree to download

Introduction

Shadowing and speaking development

Bridging language teaching and technology

Study design and participants

Experimental groups and interventions

Results and implications

Anatolian Journal ofEducation e-ISSN: 2547-9652 October 2024 ● Vol.9, No.2 [www.e-aje.net](www.e-aje.net)[ ](www.e-aje.net)pp. 29-42 CALL and MALL-Mediated Shadowing: The Effects on Impulsive vs. Reflective EFL Learners’ Speaking Abilities Laleh Fakhraee Faruji Corresponding author, Department of English Language Teaching, Shahr-e-Qods branch, Islamic Azad University, Tehran, Iran, [fakhraeelaleh@yahoo.com](fakhraeelaleh@yahoo.com) Samira Soleimanian Department of English Language Teaching, Shahr-e-Qods branch, Islamic Azad University, Tehran, Iran, [samira_2015net@yahoo.com](samira_2015net@yahoo.com) Mahdieh Shafipoor Department of English Language Teaching, Shahr-e-Qods branch, Islamic Azad University, Tehran, Iran, [ma.shafipoor@gmail.com](ma.shafipoor@gmail.com) The present study investigated the effect of computer- and mobile-mediated shadowing on Iranian impulsive and reflective English as a Foreign Language (EFL) learners’ speaking ability. To collect the data, 100 intermediate participants, whose proficiency level was measured by administering Oxford Quick Placement Test (OQPT), took the pretest of speaking. A personality type questionnaire was also used to detect the learners’ impulsivity or reflectivity. There were four experimental groups including 1) computer (Prezi) + shadowing + impulsive learners; 2) computer (Prezi) + shadowing + reflective learners; 3) mobile (WhatsApp) + shadowing + impulsive learners; and 4) mobile (WhatsApp) + shadowing + reflective learners. Then, the posttest was administered. After the descriptive and inferential analyses of the pre- and posttests, significant improvement was observed among the four experimental groups’ speaking ability. However, reflective learners were shown to outperform the impulsive learners in both computer and mobile-mediated shadowing groups. The results can be beneficial to English language learners, teachers, teacher trainers, as well as material developers. Keywords: CALL, impulsivity, MALL, reflectivity, speaking INTRODUCTION Concerning the significance of teaching speaking, Krashen (1985) states “speaking is the result of acquisition and not its cause”(p. 2) . The significance of the learners’ speaking ability can be traced back to the late 1970s when Hatch (1978) proposed that,“language learning evolves out of learning how to carry on conversations, out of learning how to communicate”(p. 63) . In this regard, research studies have been emerged to provide empirical evidence regarding the importance of teaching speaking in the area of L2 or foreign language learning. Thus, a variety of methodologies has been emerged in order to develop the learners’ speaking ability one of which has been shadowing. Shadowing occurs as a result of listening to a task in which the heard speech is tracked by learners and they repeat it as exactly as possible (Mochizuki, 2006) . In fact, shadowing is an online procedure where students must vocalize the speech as soon as they hear it, unlike superficially similar activities like repetition, which is offline and gives students, time to think about and replicate what they have heard. The subtle difference is that: in shadowing learners focus exclusively on incoming sounds and improving their speech perception of the target language (Kadota, 2007) Citation: Faruji, L. F., Soleimanian, S., & Shafipoor, M. (2024) . CALL and MALL-mediated shadowing: The effects on impulsive vs. reflective EFL learners’ speaking abilities. Anatolian Journal of Education, 9(2), 29-42. [https://doi.org/10.29333/aje.2024.923a](https://doi.org/10.29333/aje.2024.923a) 30 CALL and MALL-Mediated Shadowing: The Effects on … Hamada (2012) states that shadowing was initially employed as an instructional tool for interpreters. In the majority of cases (Mochizuki, 2006; Onaha, 2004; Suzuki, 2007) shadowing was shown to have a great effect on listening skill. It is also worth mentioning that shadowing was found to be effective on the

FAQs

What is the main focus of this study?

It investigates the effects of computer- and mobile-mediated shadowing on Iranian EFL learners’ speaking abilities, comparing impulsive versus reflective learners.

How were participants assigned to the experimental groups?

The study used 100 intermediate learners, selected using Oxford Quick Placement Test, then grouped them into four conditions combining Prezi or WhatsApp with shadowing for impulsive or reflective learners.

What did the posttest results show?

Significant improvement appeared in all four experimental groups’ speaking abilities, and reflective learners outperformed impulsive learners in both computer and mobile-mediated shadowing groups.

Oct 15, 2026

Uploaded by Mabel