Translated Titles

English Speaking Anxiety and the Implement of E-portfolio in an English Oral Training Class



Key Words

自我調整學習 ; 網路歷程檔案 ; 英語口語焦慮 ; Self-regulated lerning ; E-portfolio ; English Speaking Anxiety



Volume or Term/Year and Month of Publication


Academic Degree Category




Content Language


Chinese Abstract

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。

English Abstract

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.

Topic Category 人文學 > 語言學
人文暨社會學院 > 應用外語系
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