本研究旨在探討台灣大學生對於口語焦慮的知覺，並運用網路歷程檔案，做為學生英文口語自我規範學習的媒體。針對學生在不同口語表現程度和面對口語焦慮的情況，做為主要研究分析。透過網路歷程檔案的應用，研究分析學生在口語焦慮的程度是否有降低的效果。本研究主要使用英語口語焦慮問卷(改編自Horwitz, 1986)，來收集大學生對於口語焦慮的知覺、經驗和焦慮程度。研究對象為78位應用外語系學生。結果顯示口語程度和口語焦慮有著重要相關性。學生在網路歷程檔案應用上，也表現出自我調整學習。

Foreign language anxiety has an abating effect on EFL speakers’ oral performance. This study examined the perceptions of college students on their experience of speaking anxiety at different oral proficiency levels in an English oral training class. Seventy-eight English major students were recruited to participate in this study. The Foreign Language Classroom Anxiety Scale (FLCAS), adapted from Horwitz, Horwitz, and Cope, (1986), was employed to explore how students experience speaking anxiety. Moreover, an E-portfolio was implemented as an instrument to examine whether the e-portfolio would enhance learners’ self-regulated learning and reduce speaking anxiety. The results showed a significant correlation between oral proficiency levels and speaking anxiety scores. Notably, through the e-portfolio, the participants showed evidence of self-regulated learning. The results also lead to suggestions for future research into the issues of English Speaking Anxiety.

TABLE OF CONTENT
CHINESE ABSTRACT I
ENGLISH ABSTRACT II
ACKNOWLEDGEMENT III
CHAPTER ONE INTRODUCTION 1
Background 1
Statement of the Problems 5
Purposes of the Study 6
Research Questions 7
Definitions of Terms 8
Foreign Language Anxiety 8
e-portfolio 8
Self-regulated Learning 9
CHAPTER TWO LITERATURE REVIEW 11
Introduction 11
Foreign Language Anxiety / Speaking Anxiety 12
Causes of Speaking Anxiety 16
E-portfolio and Self-regulated learning 18
Summary 26
CHAPTER THREE METHODOLOGY 28
Participants 28
Instruments 29
Procedures 31
CHAPTER FOUR RESULTS 35
PILOT STUDY 38
Participants 38
Procedures 39
Speaking Anxiety in the English oral training class 39
English Speaking Anxiety at different oral proficiency levels 46
Gender difference in English Speaking Anxiety 48
Student anxiety in different English speaking activities 49
Discussion 52
FORMAL STUDY 54
English Speaking Anxiety at different oral proficiency levels 68
Student anxiety in different English speaking activities 71
Summary 76
Summary of students’ reflective journals 81
CHAPTER FIVE CONCLUSION 86
Limitations of the study 88
Educational Implications 89
REFERENCES 91
APPENDIX English Speaking Anxiety Scale 99


LIST OF TABLES
Table 1 Studies of Anxiety Types/Models 14
Table 2 The oppositely scored items of the English Speaking Anxiety Scale 36
Table 3 Statistical analysis of the English Speaking Anxiety (N=53) 40
Table 4 Speaking anxiety items with numbers and percentages of students selection on each alternative 41
Table 5 Statistical analysis of English Speaking Anxiety at different oral proficiency levels 47
Table 6 t-test of speaking anxiety and proficiency level (N = 36) 47
Table 7 Pearson correlation test of English speaking anxiety and proficiency level 48
Table 8 Statistical analysis of gender difference in English Speaking Anxiety 49
Table 9 t-test of speaking anxiety and gender difference (N = 53) 49
Table 10 Ranking of student anxiety in different English speaking activities 51

Table 11 The ranking of the reasons why the activity makes students feel anxious 51
Table 12 Statistical analysis of the English Speaking Anxiety Pre-test 55
Table 13 Statistical analysis of the English Speaking Anxiety Post-test 55
Table 14 The pre-test speaking anxiety items, with numbers and percentages of student selections on each alternative 58
Table 15 The post-test of speaking anxiety items with numbers and percentages of student selections on each alternative 64
Table 16 English Speaking Anxiety of students at different oral proficiency levels 69
Table 17 English Speaking Anxiety of students at different oral proficiency levels 70
Table 18 t-test of Post-test and different proficiency level (N=45) 70
Table 19 The correlation between the English Speaking Anxiety and proficiency levels 71
Table 20 Student anxiety in different English speaking activities 72
Table 21 The reasons why the activity causes anxiety in learners 73
Table 22 The percentage and rank of the activity that students prefer to do 74
Table 23 The reasons why the students prefer to do the activity 75
Table 24 Paired Samples t-test of students’ speaking anxiety between pre- and post-test 76
Table 25 Paired Samples t-test of students’ speaking anxiety at different oral proficiency levels between pre- and post-test 76
Table 26 The comparison of the students’ perspectives of English Speaking Anxiety Scale difference between pre- and post- test 78

LIST OF FIGURES
Figure 1 Cyclical phases of self-regulation. 10
Figure 2 Self-oriented feedback loops of self-regulation. 20
Figure 3 Phases and sub-processes of self-regulation. 22
Figure 4 Procedures of the Study. 34
Figure 5 Student anxiety in different English speaking activities. 72
Figure 6 The reasons why the activity causes anxiety in learners 73
Figure 7 Students’ on-line reflective journal #1 82
Figure 8 Students’ on-line reflective journal #2 84
Figure 9 Students’ on-line reflective journal #3 85

REFERENCES
Abrami, C., & Barrett, H. (2005). Directions for research and development on electronic portfolios. Canadian Journal of Learning and Technology, 31(3). Retrieved March 15th, 2011, from http://www.cjlt.ca/index.php/cjlt/article/viewArticle/92/86
Abrami, P. C., Wade, A., Pillay, V., Aslan, O., Bures. E. M., & Bentley, C. (2008). Encouraging self-regulated learning through electronic portfolios. Canadian Journal of Learning and Technology, 31(3).
Aida, Y. (1994). Examination of Horwitz, Horwitz, and Cope’s construct of foreign language anxiety: The case of Japanese students. The modern Language Journal, 78(2), 154-167.
Anderton, B. (2006). Using the online course to promote self-regulated learning strategies in pre-service teachers. Journal of Interactive Online Learning, 5(2),156-177.
Alexiou, A., & Paraskeva, F. (2010). Enhancing self-regulated learning skills through the implementation of an e-portfolio tool. Procedia Social and Behavioral Sciences, 2(2010), 3048-3054.

Andrade, M., & Williams, K. (2009). Foreign language learning anxiety in Japanese EFL university classes: Physical, emotional, expressive, and verbal reactions. Sophia Junior College Faculty Journal, 29(2009), 1-24.
Arnold, N. (2007). Readucing foreign language communication apprehension with computer-mediated communication: A preliminary study. System 35(2007), 469-486.
Boonki, K. (2010). Enhancing the development of speaking skills for non-native speakers of English. Procedia Social and Behavioral Sciences, 2(2010), 1305-1309.
Butler, P. (2006). A review of the literature on portfolios and electronic portfolios, eCDF ePortfolio Project.
Cheng, Y. S., Horowitz, E.K., & Schallerl, D. I.(1999). Language anxiety: Differentiation writing and speaking components. Language Learning, 49, 417-446.
Cleary, T., & Zimmerman, B. (2004). Self-regulation empowerment program: A school-based program to enhance self-regulated and self-motivated cycles of student learning. Wiley InterScience: Psychology in the Schools, 41(5), 537-550.
Cubukcu, F. (2007). Foreign language anxiety. Iranian Journal of Language Studies, 1(2), 133-142.
Dogruer, N., Menevis, I., & Eyyam, R. (2010). EPS instructors’ perceptions of factors that effect studetns’ oral performance. Procedia Social and Behavioral Sciences, 2(2), 5080-5094.
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Languaeg Journal, 70, 125-132.
Hsu, P. Y. (2007). Improving English speech skills in the college classroom through the use of videotaping, self-monitoring, and reflective journal writing. Chaoyang Journal of Humanities and Social Sciences, 5(1), 89-102.
Kao, P. (2010). Foreign language anxiety and English achievement in Taiwanese undergraduate English-major students: An empirical study. Journal of Hungkuang University, 61,49-62.
Keramida, A., & Tsiplakides, I. (2009). Helping students overcome foreign language speaking anxiety in the English classroom: Theoretical issues and practical recommendations. International Education Studies, 2(4), 39-44.

Koichi, S. (2003). Improving our students’ speaking skills: Using selective error correction and group work to reduce anxiety and encourage real communication.
Krinis, A. (2007, March 12). Foreign language anxiety. Retrieved from http://hellenic-education-uk.europe.sch.gr/download/PRAKTIKA%20-%20FOREIGN%20LANGUAGE%20ANXIETY.doc
Lee, E. L. (2007). Linguistic and cultural factors in east asian students’ oral participation in U.S. university classrooms. International Education, 36(2), 27-47.
Lee, G. (2009). Speaking up: Six Korean students’ oral participation in class discussions in graduate seminars. English for Specific Purposes, 28(3), 142-156.
Liu, M. (2006). Anxiety in Chinese EFL students at different proficiency levels. System, 34(3), 301-316.
Liu, M. (2007). Anxiety in oral English classrooms: A case study in China. Indonesian Journal of English Language Teaching, 3(1), 119-137.
Liu, M., & Jackson, J. (2009). Reticence in Chinese EFL students at varied proficiency levels. TESL Canada Journal, 26(2), 65-81.
Léger, D., & Storch N. (2009). Learners’ perceptions and attitudes: Implications for willingness to communicate in an L2 classroom. System, 37(2), 269-285.
Ministry of Education, R. O. C. (2004). General guidelines of grade 1-9 curriculum of elementary and junior high school education. Retrieved June 1st , 2012, from http://search.moe.gov.tw/hysearch/cgi/m_query.exe?home=home&item_no=10&query=home&check_group=yes&phonetic=0&fuzzy=0&nature=0&near_no=0&content=Multi-route%20Promotion%20%2a%20%20Program&group=ZA&template=s&lang=en
MacIntyr, P. D., & Gardner, R. C. (1989). Anxiety and second-language learning: Toward a theoretical clarification. Language Learning, 39(2), 251-275.
Sutherland, S., & Powell, A. (2007). CETIS SIG mailing list discussions. Retrieved January 28, 2011, from https://www.jiscmail.ac.uk/cgi-bin/webadmin?A1=ind0707&L=
CETIS-PORTFOLIO, July 9, 2007.


MacIsaac, D., & Jackson, L. (1994). Assessment processes and outcomes: Portfolio construction. New Directions for Adult and Continuing Education. 62, 63-72.
Nagahashi, T. (2007) Techniques for reducing foreign language anxiety: Results of a successful intervention study. Retrieved January 28, 2011, from http://air. Lib.akitau.ac.jp/despace/bitstream/10295/547/3/kk9-6.pdf
Sato, K. (2003). Improving our students’ speaking skills: Using selective error correction and group work to reduce anxiety and encourage real communication. Retrieved January 3, 2012, from http://www.eric.ed.gov/PDFS/ED475518.pdf
TÓth, Z. (2006). First-year English majors’ perceptions of the effects of foreign language anxiety on their oral performance. In M. Nikolov & J. Horvath (Eds.), Empirical studies in English applied linguistics (pp. 25-37). Pecs: Lingua Franca Csoport.
Woodrow, L. (2006). Anxiety and speaking English as a second language. SAGE Publications, 37(3), 308-328.


Williams, K., & Andrade, M. (2008). Foreign language learning anxiety in Japanese EFL university classes: Causes, coping, and locus of control. Electronic Journal of Foreign Language Teaching, 5(2), 181-191.
Yang, S., & Chen, Yi-Ju (2007). Technology-enhanced language learning: A case study. Computer in Humman Behavior, 23(2007). 860-879.
Young, D. J. (1990). An investigation of students’ perspectives on anxiety and speaking. Foreign Language Annals, 23(6). 539-567.
Young, D. J. (1991). Creating a low-anxiety classroom environment: What does language anxiety research suggest? The Modern Language Journal, 75(4), 426-439.
Zimmerman, B. J. (1986). Development of self-regulated learning: Which are the key subprocesses? Contemporary Educational Psychology, 16, 307-313.
Zimmerman, B.J. (1989). A social cognitive view of self-regulated academic achievement: An overview. Journal of Educational Psychology, 81, 329-339.
Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaert, P. R. Pintrich, &M. Zeidner (Eds.), Handbook of Self-regulation. (pp.20-41). San Diego, CA: Academic Press.
吳明隆、涂金堂。 (2010)。 SPSS 與統計應用分析:修訂版。台北: 知城。