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Shadowing was introduced to foreign language teaching in the 1990s and since then it has been researched in EFL teaching contexts. Shadowing has been used as a listening task, and its effectiveness on listening comprehension has been acknowledged. However, its effect on pronunciation development remains unclear. With this unresolved issue in mind, I have attempted to develop shadowing-based pronunciation teaching methods by combining shadowing with activities for pronunciation skilldoi:10.18823/asiatefl.2018.15.1.11.167 fatcat:2pm3qgwji5fmnkia5hth6kiesu