Seligman（2011）のPERMAを基に日本人英語学習者がライブ・シャドーイングを好む理由について考える

Ninety-five EFL students at a Japanese university shadowed both a live and an audio-recording of a text delivered by the same teacher. Most students preferred shadowing the live delivery to the audio-recording. Their responses were organized according to Seligman's (2011) PERMA: Positive Emotion, Engagement, Relationships, Meaning and Accomplishment. The current study found that the learners preferred the live shadowing because (1) the teacher adjusted her speed and pronunciation according to the students’ understanding, (2) she paid attention to the students through eye contact, facial expression, and posture, and (3) observing her lip movement was helpful when listening.