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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.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/call-and-mall-mediated-shadowing-effects-on-impulsive-vs-reflective-efl-learners-speaking-abilities/591993/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/call-and-mall-mediated-shadowing-effects-on-impulsive-vs-reflective-efl-learners-speaking-abilities/591993.png","ImageObject",300,407,{"name":92,"@type":93},"Mabel","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main focus of this study?","Question",{"text":112,"@type":113},"It investigates the effects of computer- and mobile-mediated shadowing on Iranian EFL learners’ speaking abilities, comparing impulsive versus reflective learners.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were participants assigned to the experimental groups?",{"text":117,"@type":113},"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.",{"name":119,"@type":110,"acceptedAnswer":120},"What did the posttest results show?",{"text":121,"@type":113},"Significant improvement appeared in all four experimental groups’ speaking abilities, and reflective learners outperformed impulsive learners in both computer and mobile-mediated shadowing groups.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},591993,1792167397,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},7971474920318,"https://ap-avatar.wpscdn.com/avatar/74000ee537e6b0ca360?x-image-process=image/resize,m_fixed,w_180,h_180&k=1788430171632181674","Anatolian Journal ofEducation e-ISSN: 2547-9652  \nOctober 2024 ● Vol.9, No.2 [www.e-aje.net](www.e-aje.net)[ ](www.e-aje.net)pp. 29-42  \nCALL and MALL-Mediated Shadowing: The Effects on Impulsive vs. Reflective EFL Learners’ Speaking Abilities  \nLaleh Fakhraee Faruji  \nCorresponding author, Department of English Language Teaching, Shahr-e-Qods branch, Islamic Azad University, Tehran, Iran, [fakhraeelaleh@yahoo.com](fakhraeelaleh@yahoo.com)  \nSamira Soleimanian  \nDepartment of English Language Teaching, Shahr-e-Qods branch, Islamic Azad University, Tehran, Iran, [samira_2015net@yahoo.com](samira_2015net@yahoo.com)  \nMahdieh Shafipoor  \nDepartment of English Language Teaching, Shahr-e-Qods branch, Islamic Azad University, Tehran, Iran, [ma.shafipoor@gmail.com](ma.shafipoor@gmail.com)  \nThe 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.  \nKeywords: CALL, impulsivity, MALL, reflectivity, speaking  \nINTRODUCTION  \nConcerning 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.  \nShadowing 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)  \nCitation: 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.  \n[https://doi.org/10.29333/aje.2024.923a](https://doi.org/10.29333/aje.2024.923a)  \n30 CALL and MALL-Mediated Shadowing: The Effects on …  \nHamada (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","cbCaiuB8ACSYEL7s","https://ap.wps.com/l/cbCaiuB8ACSYEL7s","pdf",305606,14,"English","# Introduction\n## Shadowing and speaking development\n## Bridging language teaching and technology\n# Study design and participants\n## Experimental groups and interventions\n# Results and implications","[{\"question\":\"What is the main focus of this study?\",\"answer\":\"It investigates the effects of computer- and mobile-mediated shadowing on Iranian EFL learners’ speaking abilities, comparing impulsive versus reflective learners.\"},{\"question\":\"How were participants assigned to the experimental groups?\",\"answer\":\"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.\"},{\"question\":\"What did the posttest results show?\",\"answer\":\"Significant improvement appeared in all four experimental groups’ speaking abilities, and reflective learners outperformed impulsive learners in both computer and mobile-mediated shadowing groups.\"}]","CALL and MALL-mediated Shadowing - Effects on Impulsive vs. Reflective EFL Learners’ Speaking Abilities | PDF",1792073635,35]