本論文目的在於探討利用錯誤訂正逐字稿、整體性回饋以及傳統聽講教學等三種不同的回饋方式是否能有效提昇大學生英文口語能力。本研究以四十三名淡江大學的大一學生為研究對象，一班主修德文，一班主修西班牙文，另一班則是主修公共行政，前兩班為實驗組，後一班為對照組，利用標準化托福電腦化測驗中的口語測驗題目作為測驗與訓練工具，且給三組學生之口語測驗回答給予不同的回饋方式。訓練時間為期九週，三組學生均需接受事前講習、填寫背景調查問卷、前測與後測。而其中兩組實驗組在接受後測之後，均需另外填寫態度問卷，並研究者隨機分別從兩組各抽樣五名學生，共十人進行訪談。研究結果發現，三種不同的回饋方式對於大學生回答托福口語測驗的總得分以及其回答內容之句法複雜度並無顯著提昇，同時兩組實驗組對於接受不同回饋方式的態度亦無顯著不同。另外，雖然三組的托福口語測驗總得分並無顯著進步，但是接受整體性回饋的實驗組在「內容發展」的評分向度中有顯著成長，而接受錯誤訂正逐字稿的另一實驗組在「語言使用」的評分向度中亦有明顯較高的得分，而接受傳統聽講教學的控制組在各評分向度上都無顯著進步。最後，研究者針對本研究結果提出解釋，並提供對於英文口語訓練和不同回饋方式於教學運用的建議。

The study aims to investigate the effectiveness of feedbacks: Corrective transcription and holistic feedback on improving college students’ English speaking ability, using the standardized TOEFL iBT speaking questions. Forty-three freshmen students from three different majors of Tamkang University were the subjects of the study and were randomly assigned to two experimental groups and a control group. All subjects were required to attend the orientation, fill in a background questionnaire, and take the pretest and posttest while the experimental groups were given an additional survey and five participants from the two groups were selected respectively for the follow-up interviews. The results indicated no significant improvement from the pretest to the posttest in the overall scores and syntactical complexity of their responses among all three groups. Second, the attitude between the two experimental groups did not differ greatly from each other regardless of the type of feedback they received. However, participants who received holistic feedbacks demonstrated a significant improvement in the content while participants who received corrective transcriptions showed improvement in the language use. Further pedagogical implications in speaking training and the effective of feedbacks were discussed at the end of the study.

ACKNOWLEDGEMENT	i
中文摘要	ii
ABSTRACT	iii
TABLE OF CONTENT	iv
LIST OF TABLES	vii

CHAPTER 1 INTRODUCTION	1
1.1 MOTIVATION AND BACKGROUND	1
1.2 STATEMENT OF THE PROBLEM	1
1.3 PURPOSE OF THE STUDY	3
1.4 RESEARCH QUESTIONS	4
1.5 SIGNIFICANCE OF THE STUDY	5

CHAPTER 2 LITERATURE REVIEW	6
2.1 SPEAKING PROFICIENCY	6
	2.1.1 Overview of Speaking Proficiency Research	6
	2.1.2 Competence in Speaking	7
	2.1.3 Speaking Section in Language Tests	8
2.2 ERROR AWARENESS AND CORRECTIVE FEEDBACK	12
	2.2.1 Error Awareness	12
	2.2.2 Corrective Feedback in SLA	14
2.3 RELATED PREVIOUS EMPIRICAL STUDIES	15
	2.3.1 Use of Transcription	15
	2.3.2 Role of Awareness	17

CHAPTER 3 METHODOLOGY	20
3.1 PARTICIPANTS	20
3.2 MATERIALS	21
	3.2.1 Background Questionnaire	21
	3.2.2 Pretest and Posttest	22
	3.2.3 Training Questions	24
	3.2.4 Tracking Sheet	24
	3.2.5 Survey	26
	3.2.6 Interviews	26
3.3 PROCEDURE	27
	3.3.1 Orientation	29
	3.3.2 Training	30
3.4 INTER-RATER RELIABILITY	32
3.5 DATA ANALYSIS	33

CHAPTER 4 RESULTS AND DISCUSSION	35
4.1 BACKGROUND OF THE PARTICIPANTS	36
4.2 PERFORMANCE ON THE TOEFL IBT SCORES IN THE PRETEST AND POSTTEST	39
4.3 PERFORMANCE ON SYNTACTICAL COMPLEXITY IN THE PRETEST AND POSTTEST	41
4.4 PARTICIPANTS’ PERCEPTIONS TO THE STUDY	43
	4.4.1 Feedback from the Experimental Group A	44
	4.4.2 Feedback from the Experimental Group B	46
	4.4.3 Attitude between the Experimental Group A and B	48
4.5 INTERVIEW	52
4.6 DISCUSSION	57
	4.6.1 Nature of Feedbacks	58
	4.6.2 Power of Awareness	59

CHAPTER 5 CONCLUSION	67
5.1 MAJOR FINDINGS	67
5.2 PEDAGOGICAL IMPLICATIONS	69
5.3 LIMITATIONS AND SUGGESTIONS FOR FUTURE STUDIES	70

REFERENCES	72

APPENDIX 1 BACKGROUND QUESTIONNAIRE	77
APPENDIX 2 TRACKING SHEET	78
APPENDIX 3 TOEFL INDEPENDENT SPEAKING RUBRICS	79
APPENDIX 4 SURVEY	80
APPENDIX 5 INTERVIEW QUESTIONS	81
APPENDIX 6 PROJECT PLAN	82
APPENDIX 7 EXAMPLES OF HOLISTIC FEEDBACKS AND CORRECTIVE TRANSCRIPTION	83
APPENDIX 8 ENGLISH PROFICIENCY TESTS EQUIVALENCY	84
 
LIST OF TABLES
PAGE
Table 1 Profile of the Participants	20
Table 2 Training Questions	23
Table 3 Research Procedure to the Control Group, Experimental Group A, and Experimental Group B	27
Table 4	A Sample Answer	29
Table 5	Levels od GEPT of the Participants	37
Table 6	Mean and SD of TOEFL iBT Scores and MTUL in Pretest	38
Table 7	Results of One-way ANOVA in Pretest	38
Table 8 Mean and SD on the TOEFL iBT Scores in Posttest	39
Table 9 Results of Two-way ANOVA on the TOEFL iBT Scores	39
Table 10 Mean and SD on the MTUL in Posttest	41
Table 11 Results of Two-way ANOVA on the MTUL	41
Table 12	 Mean and SD of Question 1, 2, 3, 5, and 6 of Experimental Group A	44
Table 13	 Experimental Group A Responses to Question 4 (A multiple choices questions)	45
Table 14	 Hours Spent Outside of Class: Experimental Group A	45
Table 15	 Mean and SD of Question 1, 2, 3, 5, and 6 of Experimental Group B	46
Table 16 Experimental Group B Responses to Question 4 (A multiple choices questions)	47
Table 17 Hours Spent Outside of Class: Experimental Group B	47
Table 18	 Significance Level of Question 1, 2, 3, 5, and 6 between Experimental Group A and B	48
Table 19	 Responses to Question 4 (A multiple choices question) from Both Experimental Groups	49
Table 20	 Hours Spent Outside of Class: Experimental Group A and B	50
Table 21 Responses to Question 9 (A True or False question)	50
Table 22	 Responses to Question 10	51
Table 23 Results of Paired T-test from the Three Subcategories of the TOEFL iBT Speaking Rubrics between the Three Groups	61

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