Pratica di Shadowing: How to study for exams - Evidence-based revision tips - Impara a parlare inglese con i video

Hey guys welcome back to the channel.

If you're new here my name is Ali.

I'm a final year medical student at Cambridge University

and today we're kicking off a new series where I'm going to be sharing with you evidence-based revision tips.

So I'm going to be giving you advice on how you can prepare for your exams

but hopefully I'll be backing up everything I say with evidence from studies

that have been done in the field of psychology on students like you and me over the last hundred years.

No one ever really teaches us how to study.

We tend to just go with what feels intuitively right.

And as we'll see the research has shown that actually the techniques

that students think are the most intuitive often tend not to be the ones that are actually the most effective.

So if you've got exams coming up then hopefully by the end of this video you'll pick up some techniques

that you can apply to your own studies to make everything a little bit more efficient and enjoyable.

So let's just jump into it.

This is going to be the structure of the video.

Firstly I'm going to be talking about the three very popular revision techniques

that are shown to be less effective in the literature namely re-reading, highlighting and making notes slash summarizing.

Those are by far the most popular techniques but they're also not very effective if you look at the evidence behind them.

Secondly I'm going to be introducing the concept of active recall

which is by far the most powerful effective study technique and

that involves like testing yourself and practicing retrieving information from your brain

because the very act of retrieving information actually strengthens connections in the brain and there's like a load of evidence behind this.

And finally in part three of the video I'll be giving

you some specific tips on how you can actually apply this active recall thing to your own study

so hopefully by the end of the video you'll have some practical strategies that you can apply if you feel like it.

As always everything is gonna be timestamped down below so

if you want to skip to a certain bit of the video feel free

but Now let's jump into it and let's talk about the three common

but not very effective revision techniques that students love to use.

Let's start with rereading.

Over here is going to be a list of some of the various studies

that have been done that show that students really love rereading as like a really common revision technique.

And if you, you know, look at what you've done for your own exams and ask your friends, you'll probably find out that rereading plays a big part of most people's exam preparation strategy.

The question is, is rereading effective as a study technique?

There have been lots of studies done about this.

I will link some of them in the description below but I'm not gonna go into each of them in depth.

Instead I'm gonna be quoting from a paper written by Professor Dunlosky

which was written in 2013 where he

and his colleagues analyzed like hundreds of papers looking at all the research behind 10 different revision techniques

and this is what he had to say on the topic of rereading.

He said based on the available evidence, we rate rereading as having low utility.

Although rereading is relatively economical with respect to time demands, when compared with other learning techniques, rereading is also typically much less effective.

The relative disadvantage of rereading to other techniques is the largest strike against it

and it's the factor that weighted most heavily in our decision to assign it a rating of low utility.

So this professor who's a psychology professor and he

and his colleagues have looked at hundreds of research papers looking at evidence-based revision techniques regards rereading your notes

or rereading your textbooks as having low utility.

He's saying that yeah there's some limited evidence that rereading does work, it does improve retention somewhat, but especially if you compare it to other techniques that you could be doing, rereading is pretty much a waste of time.

Here's another quote from a 2016 paper

that again looked at the evidence behind lots of study techniques and this is what they had to say about re-reading.

They said a wealth of research has shown

that passive repetitive reading produces little or no benefit for learning yet not only was repetitive reading the most frequently listed strategy,

it was also the strategy most often listed at students number one choice by a large margin.

So that's what I'm going to say about re-reading for the time being.

I'm very happy to discuss all the evidence against re-reading and against these other techniques.

If you guys want to hear about that just leave a comment down below and I'll do it.

But I want to focus on stuff you can do rather than kind of just hopping on the stuff

that you shouldn't be doing.

So we'll close that for now.

Rereading, generally, according to the evidence, is pretty ineffective.

It does sort of work

but you know compared to other things you could be doing it's by no means the most efficient study tactic.

Secondly let's talk about highlighting and either we highlight ourselves

or we know friends who'd like to highlight their textbooks and their notes in pretty colours.

Here is a list of studies that show

that highlighting is a very popular revision strategy

and I'll link these studies in the description below so if you really want to read them you can.

But let's go back to Professor Dunlowski's paper where again he looked at all the evidence around these

and this is what he had to say about highlighting and underlining.

He said, on the basis of available evidence, we rate highlighting and underlining as having low utility.

In most situations that have been examined and with most participants, highlighting does little to boost performance.

It may help when students have the knowledge needed to highlight more effectively or when the texts are difficult.

But it may actually hurt performance on higher level tasks that require inference making.

Especially with art subjects at GCSE and most subjects at A level and definitely everything at undergrad, all of these subjects require inference making.

So highlighting, Professor Dunlosky staying, probably not a very good tactic.

He continues, he says, future research should be aimed at teaching students how to highlight effectively given

that students are likely to continue to use this popular technique despite its relative ineffectiveness.

So he's conceding in his paper that although you know the evidence shows that highlighting is not very good, to be honest students are probably going to continue using it.

And later on in the paper he describes highlighting as a safety blanket that students like to have.

I've experienced this, I'm sure you've experienced this as well.

It feels productive doesn't it?

Like you know going through a book and highlighting one thing in blue and one thing in yellow one thing in orange.

I used to do it all the time

but you know the evidence says it's not very good you know we could be doing more efficient things.

Finally let's talk about summarizing or making notes.

Again a really really popular technique

that I have been using pretty much all my life

and still use to this day but I'm trying to phase it out

because the evidence around summarizing and making notes is you know a bit equivocal.

There are some studies that show that students

that do summarizing well perform slightly better on exams

but it's really quite hard to test this

because as you can imagine the quality of notes varies massively between students

and so that makes it quite hard to actually test a proper rigorous scientific study about it.

In any case Professor Dunlowski again he

and his colleagues tried they looked at all the evidence around summarizing and making notes and this is what they said.

On the basis of the available evidence we rate summarization as low utility.

It can be an effective learning strategy for learners who are already skilled at summarizing.

However many learners including children, high school students and even some undergraduates will require extensive training which makes the strategy less feasible.

100

What they're is that if you already know how to effectively summarize and make notes, which you might well do although it tends not to be taught in schools or anything,

101

if you already know that then okay summarization is probably gonna help you.

102

But even if that's the case, even if you're already quite pro at summarizing, it still falls about the middle of the pack when compared to other more effective revision techniques.

103

But I think in general the conclusion we should draw from this is

104

that we are sort of wasting our time probably by making notes.

105

Now that's not to say that if you enjoy making notes that you shouldn't do it.

106

You know I enjoy making notes, I like having pretty colors, I like you know trying to do a bit of calligraphy on them, taking photos for the Instagram, my friends comment on like, oh your notes are so pretty.

107

But to be honest, I wouldn't want to make notes thinking it's an effective revision strategy.

108

And I know looking back on the school days, a lot of my friends who were really into their notes, you know, that have these massive blue folders for chemistry and have absolutely beautiful notes,

109

those were the students that would spend hours and hours on a single topic and then

110

complain sometimes about why stuff wasn't going in.

111

So yeah, making notes, summarizing sort of works, probably doesn't, evidence is a bit iffy about it, I think we should be avoiding it personally based on based on the results of these review papers.

112

Alright, just to sum up what we talked about so far, we've said that rereading, highlighting, underlining and summarizing are probably not very effective revision strategies based on the evidence.

113

So yeah, if we want to make our revision more efficient, we probably shouldn't be doing these three things that we all we all like to do.

114

We had a lecture about this in our second year of medicine

115

and it was towards the end of the year

116

when we had exams coming up and my mind was completely blown

117

when I found out that highlighting and making notes was not very efficient.

118

and talking to a lot of my friends, we were all absolutely aghast that like, you know, how could we have survived these 22 years of our life without knowing,

119

you know, effective study techniques and that we felt

120

that a lot of our own success in exams had been in spite of our revision techniques rather than because of them.

121

So, you know, hopefully at this point you're thinking that, okay, maybe we should be spending a little bit less time doing rereading, highlighting and making notes.

122

Let's now talk about active recall

123

and active recall is by far the most important technique

124

that you can and should be using in order to make your studies more efficient.

125

Active recall or active retrieval or practice testing, whatever you want to call it, basically involves retrieving facts from your brain, retrieving stuff from your brain,

126

because the very act of retrieving stuff from your brain actually strengthens the connections between the stuff in your brain.

127

And this was quite counterintuitive to me, like for me anyway I'd always kind of assumed learning was

128

this sort of process whereby you put stuff into your brain

129

and the only purpose of getting stuff out of your brain was to ace

130

that exam or get their A star or whatever.

131

In fact this cannot be further from the truth

132

and over a hundred years of research has shown that we learn far better by retrieving, practicing, retrieving stuff from our brains than by trying to you know put stuff back into our brains.

133

So what's the evidence behind this?

134

Let's go back to Professor Dunlosky's review paper, you know the one where he looked at hundreds of studies and you know decided that rereading, highlighting and summarizing weren't very good.

135

This is what these guys had to say about practice recall, active recall, practice testing.

136

They said, on the basis of the evidence described above we rate practice

137

testing as having high utility practice testing is not particularly time intensive relative to other techniques

138

and it can be implemented with minimal training.

139

Finally, several studies have provided evidence for the efficacy of practice testing in representative educational contexts.

140

So this review paper that's looked at loads of studies, again, they've said practice testing has very high utility and in fact

141

if you read the paper in their conclusions they recommend that everyone, you know, start testing themselves more if they're not doing it enough already.

142

Now because this is really really important I'm going to be sharing with you three different studies that actually show this properly.

143

If you're already convinced by active recall at this point you can skip to this timestamp

144

and then at this time stamp we'll just be talking about the specific strategies

145

that you can use to implement active recall in your studies

146

but if you're interested in the evidence then continue watching this video

147

and I'll explain some of the studies that have been done

148

that convincingly show that active recall is by far a better revision strategy than pretty much anything else you can do.

149

So let's start with this study from 1939 the start of

150

World War II you know this sort of research has been going back literally decades and decades.

151

What they is that they got groups of students

152

and they made them learn a topic and then gave them a test either a week later or a day later.

153

Now half of these students just kind of studied the material as they normally would and these are their results.

154

So you can see the results were on about 50% for the high achievers

155

and around sort of 30% for the bottom third of the group as decided by some other outcome measure.

156

So that was half of the group.

157

They just studied the subject as they normally would have done

158

and they got a test either a day later or a week later.

159

Now the other half of the class studied the content in

160

exactly the same way however they had a practice test at the end of it and these are their results.

161

So as you can see the guys

162

that had the practice test did far better you know it's

163

an increase of like 15% for the high achievers an increase

164

of like 10 to 15% for the for the bottom third of the class.

165

Just having a practice test at the end of their study session improved their performance by 10 to 15%

166

and I don't know about you but

167

if I could improve my exam performance from by 10 to

168

15% just by you know practice testing myself a bit at the end of each study session I would certainly take that.

169

But that's just one study.

170

Let's talk about another study, a more recent one.

171

This one's from 2010 and again they split students up into two groups.

172

One group we're going to have practice test

173

and the other group we're just gonna restudy the material using whatever method they wanted,

174

most likely rereading, highlighting and summarizing which as we've seen from other studies are the most popular revision techniques for students.

175

And this study was interesting because it tested students on both the facts and concepts.

176

Here is the group that just restudied the material normally and these are their results.

177

So you know hovering between kind of 30 and 40 percent

178

because they just studied the material once and then you know had a test a week later.

179

And here is the group

180

that study the material had a little practice test at the end of it

181

and then had the same test a week later

182

and these are their results

183

and as you can see you know they're performing significantly better

184

for some it's even increase of like 30% for the first group a difference between 30%

185

and 60% and again I don't know about you but if I

186

if I could get a 30% improvement in my exam score by practicing testing myself I would certainly take it

187

and I would yeah be doubling down on that on

188

that strategy as much as I possibly could finally this is

189

one of my favorite studies this is done from 2011

190

and what they did was they split students into four different groups they had to learn material

191

and then had a test at the end like a week later or something like that.

192

The first group was just supposed to study the text, the chapter, once.

193

The second group was just supposed to study it four times.

194

The third group read the text once and then made a mind map

195

and the fourth group read the text once

196

and then just tried to recall as much of the contents of the text as they possibly could.

197

So we've got these four groups.

198

Here are the results.

199

So on verbatim questions, you know, questions specifically from the text about factual things mentioned in the text.

200

The group that studied it once performed the worst.

201

As you can see the active recall group performed significantly better than the group that's that restudied it four times.

202

This kind of tells me that you know

203

if I just practice testing myself once that's probably more effective than rereading this chapter four times

204

and rereading a chapter four times is such a common strategy

205

that you know it's pretty pretty insane

206

that you can get better results by just testing yourself once

207

or just reading it once and just trying to recall as much of it as you can.

208

Okay so that was verbatim questions let's take these same groups of people

209

and ask them inference questions so questions

210

that require you to kind of understand the text a bit more not just retrieve isolated facts from it

211

and here are their results As you can see, the group that studied it once performed the worst as you'd expect because they only studied it once.

212

The active recall group performs the best and the other groups perform alright.

213

Again, active recall, practicing just writing down as much as they could remember from the text, improved their results significantly more than the students that have read the text four times.

214

So I think there's a pretty solid evidence that active recall is a really, really useful strategy.

215

But these guys, being clever psychologists, they had a third phase of the study.

216

And what they did was they, like, before doing any of this, they asked the students what they think the results of the study would be.

217

So they asked the students to kind of have a guess at, you know, which of these techniques would be the most effective.

218

And these are the results of that.

219

So as you can see, the students rated repeated study as being the most useful technique, and they rated active recall as being probably the least effective one.

220

So this kind of goes to show

221

that our own intuitive idea of what makes a good study

222

technique does not match up with the evidence at all we think

223

that you know reading something over

224

and over again of course that's gonna you know increase our understanding increase our retention of it

225

But actually just reading it once and then just practicing testing ourselves It's just

226

so much more efficient that is it's insane

227

that this isn't taught in schools more often And there's a really good book called make it stick

228

Which I'll link down in the description below and

229

which will pop up over here

230

that you can read more about These sorts of techniques

231

if you want and they go into more in depth about the exact evidence behind these techniques

232

But even then you know they say

233

that the two most important things are active recall

234

which we're talking about in this video and spaced repetition which we'll be talking about in the next video.

235

Well, hopefully I've convinced you that rereading, highlighting and summarizing slash making notes are not very effective revision strategies as just by the evidence.

236

Again links in the description below if you want to read it for yourself.

237

And hopefully I've convinced you that active recall

238

or practice testing is a really really useful technique and it's far more efficient than these other techniques that students enjoy using.

239

Now we're going to be talking about specific strategies

240

that you can use to apply active recall or practice testing in your own studies.

241

And the first thing to say is that this is not really rocket science.

242

Pretty much anything you do

243

that requires you to use cognitive effort like use brain power to retrieve information that you have learned once already.

244

Pretty much anything is gonna be really really efficient for you.

245

But having said that I know a lot of you guys benefit from specific strategies.

246

So here are three that I find useful personally.

247

Number one is an app called Anki.

248

Anki is a flashcard app that you might have heard of like loads of medical students use it.

249

The idea behind that is that you make a flat like an online flashcard

250

and then it comes up and in your like practice session.

251

But the special thing about Anki is

252

that once once a flashcard comes up You can mark it as being easy medium

253

or hard and depending on what rating you gave it It comes up later on depending on what

254

that rating was So

255

if you found a fact really easy to recall Maybe they'd ask you again in a day

256

if you found it hard to recall that ask you again in ten minutes

257

If you found it impossible to recall that ask you again in one minute

258

and this kind of learns from your behavior It kind of changes over time

259

So as you progress through your studies as you progress through your revision some facts

260

that are really easy you might see them in two months time

261

because the whole algorithm changes and it really uses this whole spaced repetition thing to great effect.

262

I think Anki is really good for two things.

263

Firstly I think it's really good for memorizing particular facts.

264

So I used it a lot for anatomy back in the

265

day whereas you know what's the nerve supply for particular muscles things like

266

that and I used it a lot for pharmacology

267

so learning the names of drugs and what they do and what the mechanism of action is.

268

In my third year

269

when I was doing psychology as a subject I also used

270

Anki like a lot to memorize particular paragraphs for to like slot into my essays.

271

On one side of the flash I would have Karpicki

272

and Blunt 2011 and on the other side of the flashcard I would describe the study

273

that they did and the evidence behind it and what I was going to say about it.

274

So therefore in the essay, in the exam, when I wanted to recall the Karpicki

275

and Blunt study I would have kind of the information about it already memorised it.

276

So I used it to memorise chunks that I could then drag and drop into my essays effectively.

277

One of my friends is a Cambridge medic, he's got like first class every year, he uses Anki for pretty much everything and he said

278

that he can't imagine getting through Cambridge without having used Anki

279

and instead of making notes and lectures what he started doing now is just going directly to making the flashcard.

280

So yeah if you're interested please do check out Anki, it's free I think you can pay a few pounds for the iOS version but even

281

if you don't want to pay you can use the web version completely free of charge I'll link it here

282

and in the description below.

283

Secondly something that I like doing because I still can't quite break the habit

284

that you know I enjoy making notes is that making notes with the book closed.

285

So not like having the textbook open and making notes

286

and making it all pretty and copying from the textbook like I used to do

287

but actually like learning a topic and then closing the book

288

and then thinking okay how would I explain this topic how

289

would I kind of make my own notes on it

290

so then I write down as much as I can remember

291

about the topic in a nice fashion with like pretty colors

292

because that makes me feel good and then afterwards I open the book and see the bits that I missed.

293

And actually when I was preparing for my third year exams, in third year I did psychology, I ended up that was by far my best performance like ever in my life on any exams.

294

And I think the reason behind that was that

295

because I very aggressively used these two techniques of space repetition and active recall.

296

So what I did I made about 50 different essay plans initially earlier on in the year

297

and then in order to commit those to memory I just drew spider diagrams with the book closed.

298

So I would have a spider diagram for each essay plan

299

and I just draw out as much of it as I could possibly remember

300

and then afterwards when I was done with it I'd look at my actual essay plan

301

and fill out the bits that were missing and I repeated this over over the course of like two months

302

leading up to the exams

303

and by the end of it by the time the exam

304

came around I had these 50 really really good essays in my head

305

that had like 10 references each

306

and was able to just kind of vomit them onto the paper in the actual exam so I would fully endorse

307

this whole making nodes making spider diagrams with the book closed as being a really effective method of active recall

308

and And there is actually some evidence behind this, again it's in the book Make It Stick.

309

It's also in Professor Don Lofsky's paper, you can read it down below.

310

Finally, I want to talk about a third strategy and that's an alternative to making notes.

311

I know that this whole making notes thing, it's really hard to not make any notes.

312

These days, if I'm in a lecture or if I want to learn something, instead of making notes from the lecture or from the textbook, what I instead do is that I write questions for myself.

313

And I think this is called like the Cornell note-taking method, I came across that earlier today when researching stuff for this video.

314

The idea is that you write questions for yourself based on the material such

315

that when you revise the material You look at your questions

316

and you try and actively answer them in your head

317

or on paper or out loud or whatever The point is

318

that instead of passively rereading

319

or highlighting the information like we are tempted to do We

320

have to engage in cognitive effort to retrieve this information from our brains

321

and that Strengthens the connections between the information it makes us more likely to remember it

322

and to understand it

323

So I actually gave a talk about this evidence-based revision thing like three years ago

324

when I was when I was a third year

325

And a friend of mine who was a first year medic

326

at the time after this talk He had about two months left until the exams

327

and he decided

328

that the only technique he was going to use was to just write questions for himself

329

So for the entire Cambridge first year medical syllabus He wrote himself like a list of a hundred

330

and something questions and each night before bed He would just kind of go through them

331

and his revision technique was pretty much just answering these questions

332

And he ended up coming second in the air out of like the whole cohort He's very intelligent in itself, but I

333

but talking to him afterwards He he put a lot of faith in this method of writing questions for yourself

334

because writing questions for yourself makes you engage in cognitive effort

335

and kind of the more the more brain power it takes to recall a fact the better strength

336

and that connection seems to get according to the evidence at least.

337

So yeah instead of kind of writing notes from the textbook

338

or from the revision guide

339

or from the lecture notes maybe try this method where you're writing questions for yourself

340

and then when you're revising the topic using hopefully spaced repetition

341

which we'll talk about in the next video when you're

342

when you're revising the topic then you can just answer the questions in your head

343

and I find this to be a really really effective strategy

344

for getting lots of information into your head very quickly and hopefully you can find it useful as well.

345

So that brings us to the end of the video.

346

I really hope you found some of this useful.

347

Just to summarize, we've talked about why rereading, highlighting, underlining and summarizing slash making notes are probably not very efficient revision techniques.

348

If you're using them, I'm not saying you're doing it wrong.

349

I'm just saying that you know if you're using these techniques, which most of us do, and you think in yourself that your revision is not very effective or you're not really getting the results that you want, then maybe it's time to rethink some of these strategies.

350

Feel free to continue using them, but you know what I would say is that use them but alongside do practice testing, test yourself more and then use space repetition and interleaved practice.

351

Those are the three things we'll be talking about in future videos as well.

352

So yeah hopefully you found this video useful.

353

We talked about why those three particular strategies are not very effective.

354

We talked about some of the evidence behind active recall.

355

I quoted three studies at you

356

and I've given you lots of links in the in the description below if you want to read more about this.

357

The book Make It Stick is really good as well

358

and there's also a few podcast episodes

359

that I've been listening to recently in preparation for this video

360

that I'll link below so you can find loads

361

and loads of people around the world who've looked at all the evidence who are saying exactly the same thing.

362

They're saying that most revision techniques students like to use, like rereading, underlining and making notes, are not very effective and they're saying that by far the most effective techniques are active recall and spaced repetition.

363

So hopefully you can apply those to your to your own revision

364

and I've given you three possible ways to do it

365

but to be honest pretty much anything that you do

366

that requires you to retrieve information from your brain is going to be an effective revision strategy.

367

So yeah, I really hope you like this video.

368

Thank you very much for watching.

369

If you liked the video, if you found it useful, please give a thumbs up or or leave a comment down below.

370

That would be really nice.

371

If you have any questions at all, again, leave a comment down below and I'll try and be as evidence-based as I can in my answers to you guys.

372

So yeah, thanks very much for watching.

373

Please subscribe to the channel if you are not already subscribed

374

and I will see you in the next video and all the best with your revision.

375

I really hope you smash it.

376

Bye-bye.

📺 Stesso Canale

Focus on one thing per quarter to succeed faster - click link in bio for my new app :)

Business EnglishUniversity StudentsWorking Adults

8 Simple Hacks to Improve Your Health

Daily ConversationUniversity StudentsWorking Adults

If you’re ambitious but lazy, watch this

Business EnglishUniversity StudentsWorking Adults

If I Was a Student Again, I'd Do This

Business EnglishDaily ConversationUniversity Students

How to Not Waste Your Life (Stop Getting Distracted)

Business EnglishDaily ConversationUniversity Students

My Top 3 Journaling Prompts

Business EnglishUniversity StudentsWorking Adults

i am begging you to try harry potter fan fiction

Daily ConversationUniversity StudentsWorking Adults

✨ Video consigliato

176 frasi

how to study less and get higher grades

Business EnglishHigh School StudentsUniversity Students

188 frasi

9 Study Techniques that got me through Cambridge Medical School science-backed

Business EnglishUniversity StudentsWorking Adults

The 7 Habits of Highly Successful Students (Part 5) 🌟

468

18 frasi

The 7 Habits of Highly Successful Students (Part 5) 🌟

Business EnglishDaily ConversationHigh School Students

388 frasi

How I went from FAILING to TOP Electrical Engineering Student (Best Study Tips)

Business EnglishHigh School StudentsUniversity Students

389 frasi

How To Go From B1 To B2 Level of English (What ACTUALLY Works)

Business EnglishDaily ConversationHigh School Students

57 frasi

"It's Hard Getting Good Grades" - Study Motivation

Business EnglishHigh School StudentsUniversity Students

47 frasi

Discover Your Learning Style

Business EnglishHigh School StudentsUniversity Students

340 frasi

how to be the PERFECT student 📖 organization, discipline & romanticizing school for academic success

Business EnglishHigh School StudentsUniversity Students

204 frasi

how to take notes like the top 1% of students

Business EnglishHigh School StudentsUniversity Students

173 frasi

How Chinese Students Get Into INSANE Focus That Feels ILLEGAL 🇨🇳

Business EnglishHigh School StudentsUniversity Students

Cos'è la tecnica dello Shadowing?

Shadowing è una tecnica di apprendimento delle lingue supportata da studi scientifici, originariamente sviluppata per la formazione dei traduttori professionisti e resa popolare dal poliglotta Dr. Alexander Arguelles. Il metodo è semplice ma potente: ascolti un audio in inglese di madrelingua e lo ripeti immediatamente ad alta voce — come un'ombra che segue il parlante con un ritardo di solo 1–2 secondi. A differenza dell'ascolto passivo o degli esercizi di grammatica, lo shadowing costringe il tuo cervello e i muscoli della bocca a elaborare e riprodurre simultaneamente i modelli di discorso reale. La ricerca dimostra che migliora significativamente la precisione della pronuncia, l'intonazione, il ritmo, il discorso connesso, la comprensione dell'ascolto e la fluidità del parlato — rendendolo uno dei metodi più efficaci per la preparazione alla prova di speaking dell'IELTS e per la comunicazione reale in inglese.

Tecnica dello shadowing: leggi la guida completa passo dopo passo →

Pratica di Shadowing: How to study for exams - Evidence-based revision tips - Impara a parlare inglese con i video

I Asked 5 Business Owners How They Got Their First Client

What I Actually Do When I’m Not Making YouTube Videos

How I Ranked 1st at Cambridge University - My Secret

Why You’re Not Financially Free (Yet)

How to Learn Anything FASTER

Success Is Hard Until You Build Systems Like This

My INSANELY Productive Morning Routine

How I Manage My Time - 10 Time Management Tips

Study Tips - How to learn new content

How to Find a Career You Genuinely Love

If I Wanted to Make My First $100K in 12 months, I’d Do This

How to change your life by journaling in 2026

If you’re ambitious but inconsistent, please watch this