Flipped Classroom and Shadowing: An Integrated Approach to EFL Speaking Development

Abstract

This study investigates the effect of integrating the flipped classroom model and the shadowing technique on the development of English as a Foreign Language (EFL) speaking skills among university students in Ecuador. Employing a quantitative quasi-experimental design, the research involved 70 third-level university students divided into an experimental group and a control group. Over an eight-week period, the experimental group received instruction utilizing pre-class audiovisual preparation paired with shadowing tasks, followed by communicative classroom activities, while the control group followed standard instruction. Pretest and posttest speaking assessments evaluated dimensions including fluency, accuracy, pronunciation, vocabulary, and interaction. The results revealed a statistically significant improvement in the experimental group, which achieved a mean gain of 10.03 points compared to 2.01 points for the control group. These findings suggest that combining autonomous structural preparation with targeted oral imitation offers a highly effective pedagogical alternative for enhancing oral performance in higher education.