This action research examines the impact of Shadow techniques on learning English as a second language. The research utilizes pre-post tests for 70 Grade Seven students who were divided into two groups: a control group and an experimental group, to evaluate the benefit of using Shadow techniques on learning English. The findings show a clear improvement in the marks of the experimental group, which emphasizes the effective impact of Shadow techniques on teaching and learning English. In spite of the positive results of using Shadow techniques on teaching and learning English, there are some challenges, like the time and effort that teachers should put into designing these techniques, besides all the overload the teacher has in the field. The research ends up with a highlight on the sufficient role of Shadow techniques on enhancing the quality of learning English, a recognition of the limitations of using Shadow techniques and some suggestions for future research.