The Effect of Reading Shadowing on Iranian Elementary EFL Learners’ Grammar Achievement

The present study investigated the effects of shadowing on grammar achievement of Iranian elementary learners. To attain the purpose of the study, 40 Iranian elementary female learners of English as a Foreign Language (EFL) students were selected. They were 12 to 16 years old. The participants were assigned to two experimental groups, reading-based shadowing group and a control group. During the treatment period, the control group underwent traditional instruction. However, the experimental groups were instructed using shadowing. The results revealed that reading based had a significant effect on learners' grammar achievement. The findings are applicable in pedagogy context as well as for further research.

کلیدواژه ها:

Reading ، Shadowing ، Iranian Elementary ، Grammar