Development Of an Instructional Model Integrating English Shadowing And Communicative Activities To Enhance Speaking Skills Of Grade 7 Students In Myanmar
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Abstract
This study aimed to develop and validate an instructional model integrating English shadowing and communicative activities to enhance the speaking skills of Grade 7 students in Myanmar. The research was conducted using a Research and Development (R&D) framework consisting of two main phases: qualitative needs analysis and quantitative effectiveness evaluation.
The objectives of the study were: (1) to investigate the existing problems and needs in English speaking instruction, (2) to develop and validate an instructional model integrating shadowing and communicative activities, (3) to examine the efficiency and effectiveness of the developed model based on the E1/E2 criterion and pretest–posttest comparison, and (4) to assess students’ satisfaction with the instructional model.
The key informants in Phase 1 included English teachers and selected students, while Phase 2 involved a purposive sample of 30 Grade 7 students. Research instruments consisted of a needs analysis interview, speaking proficiency test, analytic scoring rubric, and student satisfaction questionnaire. The instructional model was implemented over a ten-week period.
Data were analyzed using descriptive statistics, efficiency analysis (E1/E2), paired-samples t-test, and effect size (Cohen’s d). The results revealed that: (1) students faced significant difficulties in fluency, pronunciation, and confidence, (2) the developed instructional model was validated by experts as appropriate and feasible, (3) the model achieved the required efficiency criterion (75/75) and significantly improved students’ speaking proficiency at the .05 level, and (4) students reported a high level of satisfaction with the instructional process.
The study concludes that integrating shadowing with communicative activities provides a balanced approach that enhances both linguistic accuracy and communicative fluency. The model is pedagogically effective and applicable to similar EFL contexts.
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