This study aims to investigate the impact of using the shadowing technique on developing some dimensions of oral competence among teachers of Arabic for non-native speakers in Uzbekistan. The study adopted a quasi-experimental one-group pretest-posttest design with a sample of 25 teachers. Preliminary results showed improvement in pronunciation, fluency, and clarity of oral performance. The findings indicate that shadowing is a promising approach to developing oral performance.

Shadowing technique, oral competence, teachers of Arabic for non-native speakers, Arabic as a foreign language, Uzbekistan.

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