Shadowing Practice: Vol 1 - test 10 - section 4 - Learn English Speaking with Video

Creating lesson...
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Part 4.
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You will hear part of a lecture on learner persistence.
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First, you have some time to look at questions 31 to 40.
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Thank you.
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Now, listen carefully and answer questions 31 to 40.
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Today, I'm going to talk about my research on learner persistence.
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Let me first introduce why I wanted to carry out such research.
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As a university teacher, I found learners' responses to certain things vary a lot.
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For example, some students may completely give up their degree studies because of a temporary illness,
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while others may overcome all kinds of difficulties and try their best to continue their studies.
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The latter are the students with learner persistence, and this is the group that I'm particularly interested in.
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To do the research, first I selected my undergraduate students as the research sample, with a total of 200 people.
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All the students selected were seniors, and they had already stayed in the course very well.
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Although the sample was drawn from a range of ages, there were deliberately a large number of mature students, and there was one thing in common.
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All of those students were living at home in the local region.
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I wanted to maintain this element of consistency, so I didn't include those coming from outside this area.
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Then I designed a questionnaire that aimed to find out what their concerns had been when they began the course,
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and then what had made them stick at the three-year studies in university.
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Findings from the first section pointed out that there were different concerns when they started their university studies.
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For example, some worried about the financial circumstances, while others were concerned about their careers after graduation.
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However, the research found the biggest concern for mature students tended to be the relationship with their children at home.
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Next, I wanted to find out what had made those students persist with their university studies.
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So in the second part, I designed my questionnaire under three main headings, social and environmental factors, other factors,
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and personal characteristics, and I included three levels of importance for each of these three headings.
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At the first level, those points identified by the respondents were regarded as the most important in learner persistence.
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Let's look at them one by one.
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For the first column, that's the social and environmental factors, a significant number of students said it was crucial to have effective support,
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whether from their tutors or friends.
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For other factors, students were driven not so much by high grades, but by what they regarded as a success in their studies.
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This was quite different from what I'd expected.
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Regarding personal characteristics, a sizable percentage of participants said they liked to take up a challenge, which was seen as a very important factor.
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Then at the second level of importance, in the first category, many of the respondents regarded the life they enjoyed at school as an important social factor
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because this gave them good experiences.
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In the second column, Other Factors, a lot of people said that the most significant thing was decent health, which was also conducive to their persistence in the studies.
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And then under the third column, quite a number of respondents had the same view that they should have a range of interests in their everyday lives,
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because this could broaden their minds and give them a sense of perspective, which less persistent learners might lack.
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And then on to the third level of importance.
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Under social factors, several respondents said that they had been keeping close to their tutors in their three-year university studies.
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In the second column, for other factors, they mentioned it was very important to live in a family without any problems.
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And finally, under column 3, they talked about the capacity for multitasking, which was the ability to simultaneously deal with different problems.
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From these findings, I've concluded some recommendations on how to promote students' learner persistence.
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Primarily, I suggest that we should distribute questionnaires to the freshmen
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so as to make clear of their maturity when they begin the course.
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This is really our most important concern.
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Secondly, I propose
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that we should find ways to offer some training sessions to
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the students who are selected to encourage them to play the role of advisors.
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The purpose of this is to make support much more approachable to other students.
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Thirdly, in the evening and night, when offices are closed, students may have no one to turn to for help.
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As a result, I think we should provide online services to those in need.
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Researchers have pointed out that this service is actually more accessible than traditional services.
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And finally, if students don't submit their assignments before the deadlines,
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I think we teachers should contact the students first rather than waiting for the students to come to us.
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So, this is all I want to share on my research
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now let's turn to the next part are there any questions about
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that is the end of part four you now have one minute to check your answers to part four
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you

Context & Background

In this section of the lecture, the speaker discusses the crucial topic of learner persistence in higher education. As a university teacher, the speaker observes significant differences in student responses to challenges during their studies. This discussion specifically highlights the experiences of mature students, who often face unique challenges related to family and financial stability. By focusing on a sample of 200 undergraduate students, the speaker aims to uncover the factors that enable these learners to continue their academic journeys despite various obstacles. This exploration not only provides valuable insights into learner commitment but also offers practical recommendations to help foster persistence among students in the educational landscape.

Top 5 Phrases for Daily Communication

  • “I found learners' responses to certain things vary a lot.” – This phrase emphasizes the diversity in student experiences and can be used when discussing different perspectives in any learning situation.
  • “What had made them stick at the three-year studies in university.” – A useful way to inquire about the factors that contribute to someone's perseverance in challenges.
  • “It was crucial to have effective support.” – Highlighting the importance of support systems can help in conversations about teamwork and assistance.
  • “They should have a range of interests in their everyday lives.” – This statement can be a great starting point for discussions on work-life balance and personal development.
  • “Provide online services to those in need.” – A phrase applicable in conversations about accessibility and support resources in various environments.

Step-by-step Shadowing Guide

To effectively improve your English speaking skills using this video, follow these guidelines:

  1. Listen Actively: Begin by listening to the transcript of the lecture while following along. This will familiarize you with the speaker's tone and pace.
  2. Use a Shadowing App: Select a shadowing app or site where you can listen and repeat the phrases. Focus on mimicking the speaker’s intonation and pronunciation accurately.
  3. Break into Segments: Divide the content into smaller, manageable sections. Practice each section multiple times before moving on to the next, ensuring you are comfortable with the speech patterns.
  4. Record Yourself: Utilize a voice recording tool to capture your shadowed attempts. Compare your recordings with the original audio to identify areas for improvement.
  5. Engage in Conversations: Finally, practice the learned phrases in daily communication. Use them in conversations with friends or language partners to reinforce your learning and boost confidence in speaking English.

Incorporating these strategies into your routine will not only enhance your English speaking practice but will also prepare you to tackle various subjects and discussions, making you a more well-rounded learner. Use platforms that allow you to learn English with YouTube and engage with content that develops your skills in a practical manner.

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.