英語口說訓練一直是英語教學領域裡的核心議題，尤其在台灣的英語教學環境下更是如此，因為相較於其他教育地區，台灣缺乏貼近真實英語的口說練習環境。為了改善這樣的環境限制，已有許多研究致力於探討更有效的英語教學或學習方法。然而，鮮少研究專注於正在快速發展的「Web 2.0」教學法對台灣英語口說教學的潛在影響力，例如：YouTube的應用。
    因此，本論文旨在探討YouTube在台灣英語口說教室內的使用成效。本實驗進行17週，共有92位非英語主修之大一新生參與研究。研究者針對YouTube在台灣口說教室內的應用成效上呈現統計數值，其中包含兩個層面，包括：學習者的英語口說能力成就及學習者對英語口說之學習態度。此外，本研究亦採用質性的現象學分析，探究受試者在使用YouTube的學習經驗歷程。
    量化結果顯示，藉由YouTube的使用，受試者在英語口說能力以及學習態度上皆達到顯著性的進步。此外，質性研究結果亦顯示，雖然受試者對YouTube的使用給予不同的意見，但整體上而言，實驗結果仍然支持YouTube的效益，相信該教學法能成為台灣英語口說教室內的有效輔助工具。

Speaking training is always a core issue in the field of English learning. Many studies have thus been devoted to exploring prospective, efficient pedagogical treatments for EFL teachers to teach and students to learn speaking. However, rare research has focused on the potential effects of the rapid-developing Web.2.0-based approach (e.g., the use of YouTube) in English speaking classes, especially in the context of Taiwan. This thesis, therefore, aims at investigating the effectiveness of YouTube assisted language learning in Taiwan’s EFL speaking classroom by conducting a 17-week experiment where 92 non-English majored freshmen were involved. The participants’ speaking proficiency and learning attitudes (i.e., self-efficacy and motivation) before and after the experiment were investigated, using both quantitative and qualitative inquiries. The quantitative results show that the participants made significant progress in their speaking ability via YouTube use. Also, their learning attitudes were elevated after the experiment. Qualitatively, although students had different perceptions of YouTube use, generally the results still support Youtube’s affordance as an effective pedagogical tool in EFL speaking classes in Taiwan.

TABLE OF CONTENTS
ACKNOWLEDGEMENTS I
CHINESE ABSTRACT III
ABSTRACT IV
TABLE OF CONTENTS VI
LIST OF TABLES IX
LIST OF FIGURES	X
LIST OF APPENDICES XI
CHAPTER ONE INTRODUCTION 1
1.1 Introduction 1
1.2 Purpose of the Study 6
1.3 Significance of the Study 6
1.4 Research Questions 8
CHAPTER TWO LITERATURE REVIEW 9
2.1 Introduction 9
2.2 Background 9
2.2.1 CMC 10
2.2.2 Web 2.0	12
2.3 YouTube and English learning 13
2.4 Self-efficacy 14
CHAPTER THREE METHODOLOGY 17
3.1 Introduction 17
3.2 Research Design 17
3.3 Participants 18
3.4 Treatment 20
3.4.1 Individual English video tasks 20
3.4.2 Group English video tasks 20
3.4.3 Moodle 21
3.4.4 YouTube 23
3.5 Data Collection 25
3.5.1 Pre-tests 26
3.5.2 Post-tests 30
3.5.3 Speaking rubric 31
3.5.4 The raters 32
3.6 Data Analysis 34
3.6.1 Quantitative analysis 34
3.6.2 Qualitative analysis 35
CHAPTER FOUR RESULTS & DISCUSSION 38
4.1 Introduction 38
4.2 Results of the SSMQ of the pre-test and post-test 39
4.3 Results of the speaking proficiency in the pre- and post-tests 40
4.4 Qualitative results of interviews 42
4.4.1 Thematic Portrayals 42
4.5 Discussion 47
CHAPTER FIVE CONCLUSION	52
5.1 Introduction 52
5.2 Conclusion 52
5.3 Suggestion for future study 53
REFERENCES 57
APPENDICES 69

LIST OF TABLES
Table 3.1 The overall EFA results of the questionnaire 29
Table 3.2 Pearson’s r of the scores on pre- and post-tests between the raters 34
Table 4.1 Descriptive statistical results of the SSMQ 39
Table 4.2 Paired sample t tests for the scores of the pre- and post-test in the SSMQ 40
Table 4.3 Descriptive statistics for the mean scores awarded by Raters 1 & 2 in Pre-and Post-tests 41
Table 4.4 Paired sample t test for the mean scores of participants’ speaking proficiency in Pre- and Post-test 1 & 2 41
Table 4.5 Descriptive statistics for the mean scores of the PRE- and POST-TESTs 42
Table 4.6 Paired sample t test for the mean scores of participants’ speaking proficiency in PRE- and POST-TESTs 42
Table 3.3 Report summary of item analysis on the SSMQ 77
Table 3.4 Reliability statistics on the SSMQ 78
Table 3.5 The factor analysis: KMO and Bartlett’s Test 79
Table 3.6 The Factor Analysis: report summary of the SSMQ 80

LIST OF FIGURES
Figure 1 The research flow diagram design: 19
Figure 2 The Moodle’s homepage 22
Figure 3 YouTube’s homepage 23
Figure 4 A screenshot of YouTube’s video playing frame 24
Figure 5 A screenshot of YouTube’s upload frame 24

LIST OF APPENDICES
Appendix A Syllabus for Lab Class ..........................................................................69
Appendix B Speaking self-efficacy and motivation questionnaire (SSMQ) ............73
Appendix C Speaking self-efficacy and motivation questionnaire (Chinese
version) ..............................................................................................................74
Appendix D Item and factor analyses of the SSMQ .................................................76

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