The purpose of this study was to determine whether or not the Shadowing technique improved students' group listening skills. The nonequivalent pretest-posttest group design, a quasi-experimental design, was employed. The study's population consisted of two classes of eleventh-grade students from MAS Insan Qurani who were available to participate. Purposive sampling was used, with 24 students assigned to the experimental group (XI-E) and 24 to the control group (XI-F). Tests were used in the data collection process. Both the experimental and control groups took the test twice: once as a pretest and once as a posttest. The pretest and posttest results for the experimental group and control group were analyzed using the paired sample t-test in order to confirm the hypotheses. The analysis revealed improvement in listening scores, with a mean difference of -14.74, a t-value of -5.810, and a p-value of 0.000. These findings indicate that the treatment effectively enhanced listening skills among participants in the experimental group. Thus, the null hypothesis (Ho) was rejected, while the alternative hypothesis (Ha) was accepted. It means that teaching listening using the Shadowing technique helped students improve their listening skills