臺灣博碩士論文加值系統

學習歷程檔案是評估語言學習的有效工具，並且已在英語學習中被廣為運用。其
優勢在於觀察學生的學習過程並記錄訊息回饋。在台灣，少有研究指出學習歷程
檔案能有效提升英語口語表現。故本研究目的在於利用學習歷程檔案於評估學生
的口語能力。進一步地，研究者每週固定錄下學生在台上的口語報告，學生利用
課後觀看其影片以達到自我監控之目的。研究對象為60 位中部某科技大學應外
系學生。學生被隨機安排至學習歷程檔案組與非學習歷程檔案組。研究工具為演
說評量表與溝通焦慮問卷。問卷經由敘述統計及獨立樣本t 檢定做量化分析及討
論。本研究主要發現為：一、學習歷程檔案預期能有效提升學生英語口語表現。
二、學習歷程檔案組的學生透過自我監控達到降低溝通焦慮之目的。最後，本研
究也提出一些教學上之應用與建議，供做未來學習歷程檔案運用與研究參考。

The portfolio is an effective tool to assess language learning. It is used widely in
English Language Learning. The advantages of the portfolios come from observing
the student learning process and recording feedback. The small of research that has
been down in Taiwan has shown that using a portfolio is effective in improving
English speaking performances. The purpose of this study was to apply the portfolios
to assess students’speaking performances. Students self-monitored their weekly
speech performances which were videotaped by the researchers. A total of 60 students
majoring in the Applied Foreign Languages at one university of technology in central
Taiwan participated voluntarily in the study during the first semester of 2007. They
were recruited from an oral training course and were randomly assigned to either a portfolio group or a non-portfolio group. The researchers videotaped the students’
weekly speaking performances. Students observed their performances via their videos.
However, only the students in the portfolio group were asked to deliver 2-page
reflections and to create portfolios. The researcher administered speaking evaluation
forms (adapted from Locus, 2001) and the Personal Report of Communication
Apprehension-24 (PRCA-24) as the instruments in this study. Two evaluators
independently judged students’English speaking performances by using evaluation
forms. The PRCA-24 was used to assess students’communication apprehension and
was analyzed by t-test. The major findings were summarized. First, the portfolios
were expected to enhance students’English speaking performances. Second, students
in the portfolio group were intended to reduce their communication apprehension
through self-monitoring their English speaking performances. Finally, pedagogical
implications and suggestions for further study were provided at the end of the study.

CHAPTER ONE INTRODUCTION
Introduction...........................................................................................................1
Statement of Problems ..........................................................................................2
Purpose of the Study .............................................................................................4
Research Questions...............................................................................................4
Research Hypotheses ............................................................................................5
Definition of Terms ...............................................................................................6
Communication Apprehension......................................................................6
Self-Monitoring.............................................................................................7
Portfolio ........................................................................................................7
Significance of the Study......................................................................................8
Organization of the Study .....................................................................................9
CHAPTER TWO LITERATURE REVIEW
Self-Monitoring...................................................................................................10
Definition of Self-Monitoring....................................................................10
The Importance of Self-Monitoring...........................................................14
Communication Apprehension............................................................................16
The Definition of Communication Apprehension......................................16
Effective Use of Voice ...............................................................................17
Use of Eye Contact ....................................................................................18
Effective BodilyAction .............................................................................18
Portfolio ..............................................................................................................21
Importance of Portfolio..............................................................................22
Taxonomies of Portfolio ............................................................................23
Traditional Portfolio..........................................................................23
Digital Portfolio ................................................................................25
Summary.............................................................................................................28
CHAPTER THREE METHODOLOGY
Research Design..................................................................................................30
Instruments..........................................................................................................31
PRCA-24......................................................................................................32
Speaking Evaluation Form...........................................................................33
Reliability of the Instruments..............................................................................33
Procedures and Experimental Treatment ............................................................34
Participants..........................................................................................................34
Procedures of the Study ......................................................................................37
Data Collection ...................................................................................................40
Data Analysis ......................................................................................................40
CHAPTER FOUR EMPIRICAL RESULTS
Hypothesis Testing..............................................................................................44
Interview.............................................................................................................52
Summary.............................................................................................................59
CHAPTER FIVE CONCLUSION
Summary of Major Findings...............................................................................61
Conclusion ..........................................................................................................66
Pedagogical Implications ....................................................................................67
Suggestions for Future Studies ...........................................................................69
REFERENCES...........................................................................................................71
APPENDIXES
Appendix A ........................................................................................................81
Appendix B.........................................................................................................84
Appendix C.........................................................................................................86
Appendix D.........................................................................................................87
Appendix E .........................................................................................................88
LIST OF TABLES
Table 1: O’Malley and Chamot’s Classification of Language Learning Strategies.....12
Table 2: T-test with English Speaking Performance at Pre-and Post Test in the
Non-portfolio Group .....................................................................................45
Table 3: T-test with English Speaking Performance at Pre- and Post Test in the
Portfolio Group .............................................................................................46
Table 4: T-test with English Speaking Performance at Posttest in the Non-portfolio
Group and the Portfolio Group .....................................................................47
Table 5: T-test with Communication Apprehension at Pre- and Post Test in the
Non-portfolio Group .....................................................................................49
Table 6: T-test with Communication Apprehension at Pre-and Post Test in the
Portfolio Group .............................................................................................50
Table 7: T-test with Communication Apprehension at Posttest in the Non-portfolio
Group and the Portfolio Group .....................................................................51
Table 8: The Result of Interview about Communication Apprehension......................53
Table 9: The Result of Speaking English in the Meeting ............................................54
Table10: The Result of Realizing the Students’Strengths andWeaknesses ..........
.......................................................................................................................55
Table11: The Result of Learning Skills after Observing Peer’s English Speaking
Performance ..................................................................................................56
Table12: The Result of Interview about Portfolio .......................................................57
Table 13: The Result of theWilling to Use the Portfolios in Other Language
Learning Courses ..........................................................................................58
LIST OF FIGURES
Figure 1: The Flow Chart for Using Self-monitoring and the Portfolios in an Oral
Training Course..............................................................................................38

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