Before implementing shadowing as a speaking activity, it is essential to assess whether students can recognize phonemes. If they struggle with sound perception, begin with listening-only shadowing to help them focus on distinguish phonemes without the pressure of speaking (Hamada, 2018). 

Select clear, level-appropriate recordings that align with students' listening goals to maximize the effectiveness of shadowing. Providing materials that match their proficiency ensures better engagement and comprehension (Shiki et al., 2010) 

Pre-shadowing activities are done before the shadowing technique and are useful to activate prior knowledge and focus on the foundation to build up the content.

• Pre-teach key vocabulary to reduce the cognitive load (Nation & Newton, 2009)

• Discuss content to activate prior knowledge (Vandergrift & Goh, 2012)

• Use prediction tasks to support active listening (Field, 2008).

Post-shadowing activities take place after the shadowing technique and are essential to summarize the content and build comprehension (Nation & Newton, 2009). It also promotes discussion to connect speaking and listening (Brown, 2007).

Talk about your language expectations; it is important for learners to understand the objective of the technique to achieve better results. 

Encourage a safe environment where learners can learn from their mistakes.

Respect learners' performance and plan alternative techniques for students who find shadowing difficult (Hamada, 2018).

Adapt shadowing exercises to suit your classroom needs, using different approaches to reinforce the same content and keep learners engaged and motivated. Complete shadowing requires the listener to repeat everything, which can improve short-term memory, but it may not lead to greater comprehension (Tamai, 2005). Additionally, selective shadowing involves repeating specific words or phrases, allowing learners to focus on essential information (Hamada, 2016). Lastly, interactive shadowing, the most dynamic form, integrates responses like comments or questions, fostering more natural conversation (Murphy, 2001). 

Use a positive and encouraging tone to motivate students. Make sure the feedback is actionable by giving them concrete steps to apply in their next practices. 

Offer opportunities for self-reflection, it will empower learners to take the ownership of their own learning (Hamada, 2015)

Incorporate technology to enhance shadowing practice by using recording, voice apps, tracking pronunciation. These tools help learners analyze and compare their speech with the original audio, allowing them to identify areas for improvement (Hamada, 2016).

Avoid using transcripts initially to train listening focus (Hamada, 2018).

Use short, focused sessions (10-15 minutes)  (Hamada, 2016).

Read each passage 5-6 times before switching to new material (Shiki et al., 2010).

Encourage students to move while shadowing to aid focus, like walking. Remind them to keep a good posture (Arguelles, 2008).

Allow beginning learners to practice sentence structure and pronunciation chunks, small segments facilitate concentration and work without resistance (Tamai, 2005).