Audio-Based Shadowing Technology for Learning English Collocations: A Gateway to AI-Driven Language Pedagogy
Abstract
In the evolving landscape of technology-enhanced language learning (TELL), this study investigates the efficacy of a technology-mediated shadowing technique on the acquisition of English collocations among Iranian EFL learners. A sample of 80 intermediate learners was selected and randomly assigned to experimental and control groups. Initially, a pre-test was administered to assess the learners’ prior knowledge of collocations. The experimental group used audio-shadowing technology, while the control group received equivalent instruction through explicit explanation and text-based practice. Following ten 90-minute instructional sessions, participants completed a post-test to evaluate their knowledge gains. A researcher-developed multiple-choice test containing 40 items served as both the pre- and post-test of the study. Paired and independent samples t-tests were performed to answer the research questions. Findings indicated that this simple technological intervention significantly enhances collocational understanding for both male and female learners, with no notable gender differences identified. These results provide valuable insights for educators and curriculum developers seeking to integrate low-threshold technologies into the classroom, and highlight the potential of scalable, audio-based methods as a foundational step towards more sophisticated technology-powered personalized listening and vocabulary acquisition tools.
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References
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