English Teachers’ Experiences Using Shadowing to Teach Reading Fluency to Struggling Readers

Abstract

This phenomenological qualitative research explored the lived experiences of English teachers using the shadowing technique in teaching reading fluency to struggling readers in public high school. Guided by Braun and Clarke’s (2006) six-phase thematic analysis framework, data were gathered through in-depth interviews with 15 English teachers. The study aimed to understand the motivations, challenges, strategies, observed outcomes, and reflections of teachers implementing the shadowing technique in their reading classes. Findings revealed that teachers were motivated to use shadowing to correct pronunciation errors, enhance reading rhythm and intonation, build student confidence, and foster active classroom participation. Challenges included varying student reading speeds, limited instructional time, occasional learner inattention, and insufficient materials. To address these challenges, teachers employed strategies such as pairing slow and fluent readers, adjusting reading pace, providing audio support, and using a balanced approach of correction and praise. As a result, teachers observed improvements in students’ reading fluency, including more accurate pronunciation, smoother and faster reading, increased engagement, and heightened self-confidence. Teachers also reflected positively on the technique, noting its impact on their instructional skills and recommending its broader use. The study concludes that the shadowing technique was perceived as an effective dual-purpose strategy, supporting teacher-reported improvements in students’ reading fluency while fostering professional growth among teachers. Recommendations include integrating shadowing into regular reading instruction, encouraging active student participation, providing parental support, organizing teacher training workshops, and conducting further research on its long-term impact and applications across contexts.