Shadowing Practice: IP3T1S3 Research project on attitudes towards study - Learn English Speaking with Video
Creating lesson...
1
So how did you get on with your school-based research, Phoebe?
2
Well, it was exhausting but really valuable.
3
Good. What was the specific focus you chose?
4
My title is ‘Attitudes towards study among eleven-twelve year-old pupils’.
5
Right. And what made you choose that focus?
6
Well, that’s a bit difficult ... lots of my classmates decided on their focus really early on.. .mainly on the basis of what they thought would help in their future career, you know, in their first year’s teaching.
7
So that’s what helped you decide?
8
Actually, it was that I came across a book written by experienced teachers on student attitudes and that motivated me to go for the topic.
9
So what were your research questions or issues?
10
Well I wanted to look at the ways students responded to different teachers particularly focusing on whether very strict teachers made teenagers less motivated.
11
And, from your research, did you find that was true?
12
No, not from what I saw you know, from my five days’ observation, talking to people and so forth.
13
OK ... We’ll talk about the actual research methods in a moment, but before that, can you briefly summarise what your most striking findings are.
14
Well, what really amazed me was the significant gender differences, I didn’t set out to focus on that but I found that boys were much more positive about being at school ... girls were more impatient, they talked a lot about wanting to grow up and leave school.
15
Very interesting.
16
Yeah ... it is.
17
From doing the research it was clear to me that you might start out to focus on one thing but you pick up lots of unexpected insights.
18
Right. Did you get any insights into teaching?
19
Yes, certainly.
20
I was doing a lot of observations of the way kids with very different abilities collaborate on certain tasks, you know, help each other and I began to realise that the lessons were developing in really unexpected ways.
21
So what conclusion do you draw from that?
22
Well, I know it’s necessary for teachers to prepare lessons carefully but it’s great if they also allow lessons to go their own ways.
23
Good point.
24
Now, I’m really pleased to see you doing this - analysing and drawing conclusions based on data.
25
But surely this isn’t proper data ...
26
Because it’s derived from such small-scale research?
27
Well, as long as you don’t make grand claims for your findings, this data is entirely valid.
28
Hmm . I like the way you’re already stepping back from the experience and thinking about what you’ve learned about research ... well done.
29
But I know I could have done it better.
30
As you become more experienced you’ll find ways to reduce the risk of difficulties.
31
OK. Tony: So, let’s look in more detail at how you gathered your data.
32
Let’s start with lesson observation.
33
Phoebe: Well, it generally went quite smoothly.
34
I chose my focus and designed my checklist.
35
Then teachers allowed me into their classes without any problems, which surprised me.
36
It was afterwards that the gruelling work started!
37
Tony: Yeah, it’s very time consuming, isn’t it?
38
Making sense of...analysing ... your observation notes.
39
Phoebe: Absolutely.
40
Much more so than interview data, for example ... that was relatively easy to process, though I wanted to make sure I used a high-quality recorder ... to make transcription easier and I had to wait until one became available.
41
Tony: Right.
42
And did you interview some kids as well?
43
Phoebe: In the end, yes, I talked to ten, and they were great.
44
I’d imagined I’d be bored listening to them, but..
45
. Tony: So it was easy to concentrate?
46
Phoebe: Sure.
47
One of the teachers was a bit worried about the ethics, you know, whether it was right to interview young pupils, and it took a while for him to agree to let me talk to three of the kids in his class but he relented in the end.
48
Tony: Good.
49
What other methods did you use?
50
Phoebe: I experimented with questionnaires, but I really regret that now.
51
I decided to share the work with another student but we had such different agendas it ended up taking twice as long.
52
Tony: That’s a shame ... it might be worth you reflecting on ways you might improve on that for future projects .
53
Phoebe: You’re right, yeah.
54
Tony: OK. Phoebe: And the other thing I did was stills photography.
55
I didn’t take as many pictures as I’d hoped to .
56
Tony: Lack of time?
57
Phoebe: It’s pretty easy just snapping away ... but I wanted each snap to have a purpose, you know, that would contribute to my research aims and I found that difficult.
58
Tony: Well, that’s understandable, but remember...
📺 Same Channel
C16
I10T4S4 - Nanotechnology
IELTS PrepTOEFL PrepUniversity Students
B24
I10T1S4 - The spirit bear
IELTS PrepTOEFL PrepUniversity Students
B12
IP3T1S2 Making a steam pit
Daily ConversationUniversity StudentsWorking Adults
B12
IP1T5S1 CUSTOMER ORDER FORM
TOEIC PrepBusiness EnglishWorking Adults
B14
IP3T4S1 Things to do before we go
Travel EnglishDaily ConversationUniversity Students
C13
I10T3S2 Dolphin Conservation Trust
IELTS PrepKidsTeens
✨ Recommend Video
B21
93 sentences
Science experiment for Year 12 students: Đề thi IELTS LISTENING (actual test)
IELTS PrepTOEFL PrepCambridge Exam Prep
B210
5 sentences
Speaking Part 3 (Band 9 answer)
IELTS PrepHigh School StudentsUniversity Students
B21
86 sentences
What is the topic of the research?: IELTS LISTENING Vol 5 Test 8 Section 3
IELTS PrepTOEFL PrepUniversity Students
B21
84 sentences
Vol 1 - test 3 - section 3
IELTS PrepTOEFL PrepUniversity Students
B215
159 sentences
IELTS Speaking Part 1 – Teachers
IELTS PrepCambridge Exam PrepHigh School Students
B22
79 sentences
In her Home Country | IELTS LISTENING TEST | SECTION-3
IELTS PrepTOEFL PrepUniversity Students
B21
39 sentences
IELTS SHADOWING - PLANNING
IELTS PrepCambridge Exam PrepHigh School Students
B14
21 sentences
Part 2: Science subject
IELTS PrepTOEFL PrepHigh School Students
B22
79 sentences
Complete IELTS 4 5 WB Unit 6 Track 14 15
IELTS PrepCambridge Exam PrepHigh School Students
C1165
24 sentences
IELTS Speaking Part 2: A Place That Changed My Perspective
American AccentBritish AccentIELTS PrepUniversity StudentsWorking Adults
B218
30 sentences
IELTS Listening Part 3: A Survey on Student Sleep
American AccentBritish AccentIELTS PrepUniversity Students
C123
60 sentences
Part 4 A study on learning persistence
IELTS PrepTOEFL PrepUniversity Students
Context & Background
The dialogue focuses on a school-based research project conducted by a student named Phoebe, who investigates "Attitudes towards study among eleven to twelve-year-old pupils." This discussion unfolds between Phoebe and her instructor, Tony, as they dive into the challenges and insights of qualitative research. Phoebe expresses her initial exhaustion but emphasizes the value of her findings, particularly the gender differences in attitudes towards academic life. This conversation highlights the importance of observational methods and interviews in educational research and can provide substantial context for those wanting to improve their English speaking skills.
Top 5 Phrases for Daily Communication
- Well, it was exhausting but really valuable. – A great way to express effort and reward in any task.
- I didn't set out to focus on that. – Useful when discussing unexpected outcomes or findings.
- It’s necessary for teachers to prepare lessons carefully. – Perfect for discussing the importance of preparation in any context.
- I had to wait until one became available. – A practical phrase for explaining a delay or waiting period.
- It was great if they also allow lessons to go their own ways. – A flexible expression applicable to various situations.
Step-by-step Shadowing Guide
To effectively tackle the speaking concepts presented in this video, consider using the following step-by-step guide that utilizes the shadowing technique:
- Watch and Listen: Start by watching the video without any interruptions. Focus on how Phoebe articulates her thoughts and the intonation she uses, which is crucial for improving English pronunciation.
- Pause and Repeat: Use the shadowing technique by pausing the video after each sentence. Repeat what Phoebe says, imitating her tone and pace. This is a critical part of your English speaking practice.
- Utilize Key Phrases: Pay special attention to the top phrases highlighted above. Try incorporating them into your daily activities or conversations to make them part of your vocabulary.
- Record Yourself: After shadowing, record your voice as you repeat the sentences. Listening back will help identify areas for improvement.
- Engage with Others: Share your findings from the research discussion with friends or fellow learners. This will not only enhance your speaking skills but also make learning more interactive.
By applying these steps and regularly practicing with resources like a shadowing site or relevant videos, you will progressively refine your ability to communicate effectively in English. Remember, consistent practice is key to mastering any language.
What is the Shadowing Technique?
Shadowing is a science-backed language learning technique originally developed for professional interpreter training and popularized by polyglot Dr. Alexander Arguelles. The method is simple but powerful: you listen to native English audio and immediately repeat it out loud — like a shadow following the speaker with just a 1–2 second delay. Unlike passive listening or grammar drills, shadowing forces your brain and mouth muscles to simultaneously process and reproduce real speech patterns. Research shows it significantly improves pronunciation accuracy, intonation, rhythm, connected speech, listening comprehension, and speaking fluency — making it one of the most effective methods for IELTS Speaking preparation and real-world English communication.