數十年來，外語學習焦慮收到各方廣泛探討，這樣的議題在外語口說焦慮更受重視，尤其在以英語為外國語的國家，如臺灣，更是如此。儘管先前的研究已盡可能解析學生口說焦慮的成因並試圖使用不同的教學方式來降低學生的英語口說焦慮，然而對多數的台灣學生而言，在日常生活中使用英語溝通本身即非稀鬆平常之事，這也不斷造成學生無論在公眾場合或課堂上講說英語時感到焦慮。由鑑於此，本研究目的冀望以實體英語影片（authentic clips of English）進行教學，以此提高學生接觸及使用實體英語的機會，進而達到降低學生英語口說焦慮的成效。本研究共計有29位大一非英文系主修學生參與五週的實驗教學課程，並以量化分析檢驗學生是否在參與實驗介入後有效降低英語口說焦慮之程度。研究結果顯示，在學生接受實體英語影片教學後，其英語口說焦慮顯著性地改善，這樣的進步並反映在學生的英語口說技能表現上。

Foreign language learning anxiety has been widely discussed over past decades, particularly the anxiety that students suffer when speaking. For most EFL students in Taiwan, for instance, speaking English is not a common occurrence in daily life, which results in their apprehension over speaking English either in public or in class. Although previous studies have indicated possible variables leading to learners’ speaking anxiety, little attention has been paid to examining what pedagogical instructions may effectively improve learner anxiety in speaking English, in particular in Taiwan. Given this, this study aims to explore the effects of learning through online, authentic video clips on Taiwanese EFL non-English-majors’ performance in speaking anxiety. A total of 29 first-year college students joined the experimental study, which lasted for five weeks. Quantitative data were collected to shed light on the students’ changes over the course of the experiment. The results reveal marginal significance in terms of the students’ overall learning attitudes, with a particularly apparent improvement in their communication apprehension. Students’ speaking skills were also significantly improved. This paper concludes with implications and suggestions for future research.

TABLE OF CONTENTS
ACKNOWLEDGEMENTS………………………………………………………......i
CHINESE ABSTRACT………………………………………………………….......ii
ENGLISH ABSTRACT………………………………………………………….....iii
TABLE OF CONTENTS……………………………………………………….......iv
LIST OF TABLES….………………………………………………………...........viii
LIST OF FIGURE…………………………………………………………………..ix
CHAPTER ONE: INTRODUCTION	1
Background	1
Purpose of the study	4
Significance of the study	5
Overview of the thesis	7
CHAPTER TWO: REVIEW OF LITERATURE	9
Introduction	9
Definitions of anxiety	9
Definition of language anxiety	10
Foreign language classroom anxiety	11
CHAPTER THREE: METHODOLIGY	16
Introduction	16
Research questions	16
Researcher design	16
Main study participants	18
Treatments	19
Data collection	21
Questionnaire	21
Speaking assessment	23
Data collection procedure	24
Data analysis	27
Statistical data analysis	27
Paired-sample t-tests	27
CHAPTER FOUR: RESULTS	29
Introduction	29
Pre- and post-test questionnaire comparison	29
Participants’ speaking performance when talking with a foreigner	33
CHAPTER FIVE: CONCLUSION AND DISSCUSSION	35
Introduction	35
Research question 1:	35
Research question 2:	37
Limitations and suggestions for future studies	40
Conclusion	41
REFERENCES	43
APPENDICES	50
A. Foreigner Language Classroom Anxiety Scale (Chinese Version)	51
B. Foreigner Language Classroom Anxiety Scale (English Version)	54
C. IELTS Speaking Band Descriptors (Public Version)	58
D. The Pilot Study and the FLCAS Questionnaire	60

E. The language certificates referencing Nation Central University	73






 
LIST OF TABLES
Table 3.1  Details of Assignments in the Study	26
Table 4.1  Descriptive Statistics for the Overall FLCAS	30
Table 4.2  Paired t-tests for the overall FLCAS	30
Table 4.3  Descriptive Statistics for the FLCAS Subscales	32
Table 4.4  Paired t-tests for the FLCAS Subscales	33
Table 4.5  Descriptive Statistics for Mean scores for the Pre- and Post-test Videos 	34
Table 4.6 Paired t-tests for Students’ Speaking Performance Recorded in Pre- and Post-test Videos	34
LIST OF FIGURE
Figure 3.1: The Research Design Flow Diagram    17

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