|
The impact of shadowing using English movies on students' elision production |
|---|---|
| รหัสดีโอไอ | |
| Title | The impact of shadowing using English movies on students' elision production |
| Creator | Phichet Srimueng |
| Contributor | Nantikarn Simasangyaporn, Advisor |
| Publisher | Thammasat University |
| Publication Year | 2568 |
| Keyword | Shadowing, Elision, Connected speech, Animated movies, Primary 6 EFL learners, English language support |
| Abstract | One of the most significant challenges in acquiring spoken English as a foreign language is the production of natural connected speech, particularly the ability to reproduce elision—the systematic omission of sounds in rapid speech—in a manner that approximates native-speaker norms. This study investigates the impact of shadowing using clips from the animated film Toy Story (1995) on the elision production of five Primary 6 students at an international school in Bangkok, Thailand. Four participants spoke Chinese as their first language and one spoke Thai. All participants were enrolled in the school’s weekly English Remedial Lesson. A one-group pretest-posttest design was employed over four sixty-minute sessions held once a week from October to November 2025. A researcher-developed ten-item elision checklist targeting two categories—plosive elision within consonant clusters and function word reduction—was used to score each student’s pretest and posttest reading of the same narrative passage, rated by two raters with an overall inter-rater agreement of 92.0%. The findings revealed that three of the five students improved their total elision production scores following the intervention, with the group mean increasing from 6.00 to 7.40 out of 10, a gain of 14.0 percentage points. Both elision categories showed improvement, although plosive cluster elision was produced more accurately than function word reduction at both time points. The results suggest that movie-based shadowing using an animated film is a feasible and potentially beneficial technique for developing elision production in young, low-proficiency EFL learners. Teachers working with primary-level English Language Support students from mixed first-language backgrounds may find this approach a practical way to embed connected speech production into existing remedial support sessions without requiring specialized phonetics training or materials. |
