Video-Based Shadowing in a Content and Language Integrated Learning (CLIL) Framework: A Study of Indonesian Learners of Japanese as Second Language (JSL) Perceived Listening, Pronunciation, and Speaking Development
Keywords:
video-based shadowing; spoken proficiency in Japanese; Content and Language Integrated Learning (CLIL); autonomous language learning; YouTubeAbstract
Despite growing research on YouTube-assisted language learning and shadowing, little is known about how video-based shadowing operates within a Content and Language Integrated Learning (CLIL) in Japanese as a Second Language (JSL) contexts. This study examined the extent to which video-based shadowing enhances Indonesian JSL learners' perceived oral proficiency within a CLIL framework and explored the perceived benefits and challenges of its implementation across linguistic, affective, and cross-cultural dimensions. Employing a convergent mixed-methods design, 57 intermediate-level Indonesian JSL learners completed Likert-scale questionnaires, open-ended responses and semi-structured interviews while using authentic content from the Speak Japanese Naturally YouTube channel. Results indicated strong positive perceptions across listening (M=4.69–4.94), speaking (M=4.64–4.75), shadowing performance (M=3.92–4.86), and satisfaction (M=3.67–4.81) subscales. Furthermore, findings identified speaking improvement (n=17), listening comprehension (n=15), and pronunciation accuracy (n=12) as the most frequently cited benefits. Joint display integration further revealed that high learner satisfaction (M=4.81) coexisted with cognitive overload from excessive speech rate (n=18) and affective strain (n=10). The findings suggest that video-based shadowing within a CLIL framework constitutes a theoretically coherent and replicable strategy for spoken Japanese development in resource-constrained Southeast Asian JSL contexts. The study also offers implications for curriculum sequencing, assessment design, teacher professional development, and the future integration of AI-assisted pronunciation feedback tools.
https://doi.org/10.26803/ijlter.25.7.13
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