VIDEO-BASED SHADOWING IN A CLIL FRAMEWORK: ENHANCING JAPANESE LANGUAGE PROFICIENCY AND CULTURAL LITERACY

Abstract

This study investigates Japanese language learners’ perceptions of the shadowing technique using YouTube videos within a Content and Language Integrated Learning (CLIL) framework. The research aims to explore how video-based shadowing supports both linguistic proficiency and cross-cultural understanding. Shadowing, which involves imitating native speech in real-time, was applied using authentic Japanese videos containing culturally rich content. A mixed method was employed, involving intermediate to advanced learners from several Indonesian Universities. Data were collected through questionnaires, interviews, and reflective journals after several shadowing sessions. The findings show that learners experienced improvements in listening comprehension, pronunciation, and vocabulary, while also gaining insights into Japanese cultural norms, speech styles, and non-verbal communication. These outcomes demonstrate the effectiveness of integrating language and cultural content as promoted in the CLIL approach. Furthermore, findings show substantial gains in listening, pronunciation, and speaking fluency, supported by positive evaluations of YouTube as a valuable source of authentic audiovisual input that enhances vocabulary and cultural understanding. This study highlights the pedagogical potential of video-based shadowing, particularly in autonomous or resource-limited Japanese language learning contexts.