For the last seventy years, psychologists and medical practitioners have used electroencephalograms (EEGs or brain wave tests) to diagnose a variety of diseases and learning problems such as language delay and behavioral disturbances. One of the major advantages of this technology is that ongoing brain activities are easily detected and clearly demonstrated by the visual images. Another advantage is that, because of its portability and usability, EEG measurements make it easy even for non-EEG technologists in different settings to assess psychological states and disorders. As a result, research into language acquisition and localization of brain activities has gained more attention in the field of applied linguistics (Sakai, 2005). In spite of this recent surge in academic interest, however, not enough research has been conducted so far to explore how to incorporate this technology into language teaching to understand students' ongoing language learning processes.

In Japanese educational settings, how to effectively develop students' listening skills has been the subject of much concern and debate. Shadowing, which requires students to repeat what is being heard with a split-second delay, has been widely used in training students to improve their listening abilities (Murphy, 2001; Tamai, 2005). However, relatively little empirical research has been conducted to determine how this teaching approach encourages students to improve their listening comprehension.

The primary aim of this study was to monitor the brain's processing of language by recording brain wave (EEG) activities from students while they shadow spoken input. Based on the evaluation of the EEG recording, it also investigated how this approach could provide instructors with valuable insights in order for students to improve their listening skills. The students who participated in the present project were Japanese university students aged 18-20 years. They had learned English for six years in secondary school in which listening was not a skill that was given much attention. While listening to various recorded lectures, students were instructed to pay close attention to every single word or phrase and repeat what was being heard. The findings suggest that the EEG recording gives a reliable and objective indicator of changing spontaneous EEG rhythm and reflected students' mental condition and memory related functions. The results also provide instructors with more detailed information on what kinds of listening skills and strategies have been successfully acquired and what need further work for individual students.