臺灣博碩士論文加值系統

口說能力被視為是最重要且達到有效溝通的必需能力，然而，對大多數的學生來說，英語口語焦慮總是在學習過程中存在著特別是針對英語為第二外語國家的學習者，而在探討學生自我學習效能和英語口語焦慮之間的研究還不足。所以本研究主要目的旨在探討台灣主修英語學生自我學習效能與英語口說焦慮之研究，以「英語口說焦慮量表」 (改編自Huang, 2005) 做為前後測的研究工具。透過學生自我反思、自我效能評估和線上數位學習系統- Spoken Learning Log 觀察學生口說焦慮情形。研究對象為93位修讀「英語聽講課」應用外語系學生。研究結果也將會提供給往後的研究和講師有實務的建議。

Speaking ability has been regarded as the most important skill and it is necessary for effective communication in any language. However, English speaking anxiety always exists for most of students especially for the EFL learners and the research on self-efficacy and English speaking anxiety is not yet enough. The aim of the study is to explore students’ self-efficacy and English speaking anxiety among the EFL English major college students. Foreign Language Speaking Anxiety Scale (adapted from Huang, 2005) was applied in both pre- and post-test. Reflective journal, self-efficacy evaluation (good, fair, and bad) and spoken learning log were the instruments during the term. A total of ninety-three participants (15 males and 78 females) recruited in the “English Listening and Speaking Class” and completed the Foreign Language Speaking Anxiety Scale (FLSAS). Results provided the practical suggestions for further researches and instruction.

TABLE OF CONTENTS

ABSTRACT i
ACKNOWLEDGEMENT iii
LIST OF TABLES ix
LIST OF FIGURES xiii
CHAPTER ONE 14
Background of the Study 15
Statement of the Problems 20
Purposes of the Study 21
Research Questions 22
Significance of the study 22
Definition of Terms 24
Foreign Language Speaking Anxiety 24
Self-efficacy 24
Reflective Journals 25
Spoken Learning Logs 26
Organization of the Study 28
CHAPTER TWO 29
Anxiety in Foreign Language Learning 29
Theoretical Background－Krashen’s Affective Filter Hypothesis 29
Foreign Language Classroom Anxiety 30
Foreign Language Speaking Anxiety in the EFL Learning 33
Research on Foreign Language Speaking Anxiety and Gender 34
Research on Foreign Language Speaking Anxiety and Proficiency Levels 35
Foreign Language Speaking Anxiety Scale 36
Self-efficacy and Foreign Language Learning 36
Summary 37
CHAPTER THREE 39
Research Design 39
Participants 40
Instruments 43
Foreign Language Speaking Anxiety Scale (FLSAS) 43
Self-efficacy Evaluation 46
Reflective Journals 46
Spoken Learning Logs 48
Pilot Study 50
Procedures of the Formal Study 51
Data Analysis 54
Summary 55
CHAPTER FOUR 57
Pilot Study 62
Participants 63
Procedure 64
Discussion 86
Formal Study 89
Demographic Information of the Participants 90
Research Question 1 91
CHAPTER FIVE 118
Discussion of Results 118
Limitation 120
Suggestions 120
Implication 121
REFERENCES 122
Appendix A 130
Foreign Language Speaking Anxiety Scale 130
Appendix B 135
Reflective Journals Form 135

LIST OF TABLES

Table 1 Percentages and Distrubutions of Participants on Genders 42
Table 2 Percentages and Distrubutions by English Speaking Proficiency Levels 43
Table 3 The Opposite Statements of Foreign Language Speaking Anxiety Scale 44
Table 4 The Positive and Negative of Items on FOREIGN Language Speaking Aniaety Scale 59
Table 5 Percentage and Distrubutions of Participants on Gender in Pilot Study 64
Table 6 The Reliability of Foreign Language Speaking Anxiety Scale 65
Table 7 Descriptive Statistic Analysis of the FLSAS Scores 66
Table 8 Descriptive Statistics of Total Number and Percentage of Each Responese, Mean, and Standard Deviations of the Foreign Language Speaking Anxiety Scale 67
Table 9 Descriptive Statistics of Mean and Standard Deviation of Each Responese of FLSAS by the Mean Scores 74
Table 10 Distribution of Participants by English Speaking Proficiency Levels for Pilot Study 77
Table 11 Statistical Analysis of English Speaking Anxiety and Proficiency Levels 79
Table 12 t-test of English Speaking Anxiety and Proficiency Levels 79
Table 13 Pearson Correlation Test of English Speaking Anxiety and Proficiency Levels 80
Table 14 Distribution of Participants by Self-efficacy for Pilot Study 81
Table 15 t-test of English Speaking Anxiety and Self-efficacy 82
Table 16 Pearson Correlation Test of English Speaking Anxiety and Self-efficacy Bands 83
Table 17 Statistical Analysis of Gender Difference in English Speaking Anxiety 86
Table 18 t-test of English Speaking Anxiety by Gender Difference 86
Table 19 Percentages and Distributions of Participants on Gender in Formal Study 91
Table 20 Descriptive Statistic Analysis of the English Speaking Anxiety for Pre-test 92
Table 21 Descriptive Statistic Analysis of the English Speaking Anxiety for Post-test 92
Table 22 Descriptive Statistic Analysis of Pre-test with Mean and Standard Deviations of Each Response of the FLSAS , Arranging by Mean Scores from High to Low 95
Table 23 Descriptive Statistic Analysis of Post-test with Mean (M) and Standard Deviations of Each Response of the FLSAS , Arranging by Mean Scores from High to Low 102
Table 24 Descriptive Statistical Analysis of English Speaking Anxiety and Different Proficiency Levels on Pre-test 108
Table 25 Descriptive Statistical Analysis of English Speaking Anxiety and Different Proficiency Levels on Post-test 108
Table 26 t-test of English Speaking Anxiety and Proficiency Levels on Post-test 108
Table 27 The Correlation between the English Speaking Anxiety and Proficiency Levels 109
Table 28 Paired Samples t-test of Students’ Speaking Anxiety between Pre- and Post-test 110
Table 29 Distribution of Participants on Both of Self-efficacy Evaluations 111
Table 30 t-test of English Speaking Anxiety and Self-efficacy Evaluation 1 113
Table 31 Pearson Correlation of English Speaking Anxiety and Self-efficacy Evaluation 1 114
Table 32 t-test of English Speaking Anxiety and Self-efficacy Evaluation 2 116
Table 33 Pearson Correlation of English Speaking Anxiety and Self-efficacy Evaluation 2 117

LIST OF FIGURES

Figure 1 The Input Hypothesis Model of L2 Learning and Production. 16
Figure 2 Reflective Journals 26
Figure 3 iLMS of Chaoyang University of Technology. 27
Figure 4 Spoken Learning Logs 27
Figure 5 Students’ on-line reflective journals entry and self-efficacy bands #2 48
Figure 6 Spoken learning logs. 49
Figure 7 The Flow Chart of the Research Procedures. 56
Figure 8 Correlation between Self-efficacy and English Speaking Anxiety 84

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