本研究旨在調查台灣一所推廣教育中心課程中之溝通焦慮、參與焦慮及課堂氣氛聯繫感之間的關係對於英語為第二外語的成年學習者之影響。研究文獻在對象為台灣的推廣教育中心的成年英語學習者相對缺乏。
本研究目的為：第一、測量研究對象的自覺溝通焦慮程度；第二、調查人口統計變項中的年齡、教育背景、性別及語言能力和依變項中的溝通焦慮、參與焦慮及班級氣氛聯繫感之間的關係；第三、確定三個依變項之中是否有相關性；第四、透過半結構性訪談調查研究對象對於學習焦慮和成員之間關係的看法。
研究對象為79位成年學習者，均完成填寫溝通焦慮個人報告量表、課堂參與焦慮量表及班級氣氛聯繫感量表之三份中文翻譯版問卷。隨後，進行半結構式訪談以了解成年學習者對於英語學習焦慮和成員之間關係的看法。問卷透過量化分析進行描述性統計分析和皮爾森積差相關分析以顯示變數之間的方向和關係。
研究結果顯示兩項顯著負相關：第一、在自覺溝通焦慮與自覺班級氣氛之間；第二、在自覺參與焦慮與自覺班級聯繫感之間。另一方面，在自覺溝通焦慮與自覺參與焦慮之間呈現顯著正相關。半結構性訪談結果顯示，研究對象有高度的班級聯繫感並強調成員之間關係的重要性。最後針對研究結果及教學義涵做出探討。

The current study aims to investigate the relationship between communication apprehension, participation apprehension and connected classroom climate in adult EFL classes at a continuing education center in Taiwan. In general, little research has been done on adult EFL learners in Taiwan at continuing education centers. The purposes of the current study are: 1.To measure the level of self-reported communication apprehension of the participants; 2. To investigate the relationship between the demographic variables age, education, gender, and language proficiency and the dependent variables communication apprehension, participation apprehension, and connected classroom climate. 3. To determine if there is any correlation among the three dependent variables. 4. To investigate participants’ perceptions of apprehension and inter-member relationships based on their semi-structured interview responses. The participants in the study were 79 adults, who were asked to fill out the Chinese translated version of the Personal Report of Communication Apprehension (PRCA), Classroom Apprehension about Participation Scale (CAPS), and the Connected Classroom Climate Inventory (CCCI). Subsequently, semi-structured group interviews were conducted on how adult learners perceive apprehension and inter-member relationships. A quantitative analysis of the questionnaires was conducted through descriptive statistics and Pearson correlation in order to reveal the direction and relationship among the variables. Results indicated two significant negative correlations: 1. between perceived communication apprehension and perceived classroom climate and 2. between perceived  participation apprehension and perceived classroom connectedness. There was a significant positive correlation between perceived communication apprehension and perceived participation apprehension. In the semi-structured group interviews, participants reported high levels of connectedness and emphasized the importance of inter-member relationships. Results and pedagogical implications are discussed.

Acknowledgements	i
Chinese Abstract	ii
English Abstract	iv
Table of Contents	vi
List of Tables	xi
List of Figures	xiii
Chapter One: Introduction	1
Background and Motivation	1
Research Questions	6
Significance of the Study	7
Organization of the Dissertation	7
Chapter Two: Literature Review	9
Introduction	9
Anxiety and Communication Apprehension	9
Classroom Environment and Perceived Classroom Connectedness	16
Communicative Language Teaching and Cooperative Language Learning	19
Summary	23
Classroom Dynamics	24
Classroom Participation	26
The Stages of Group Development/Group Formation Process	29
Promoting Acceptance	30
The Role of the Instructor	33
Anxiety and Group Dynamics	35
Learner Centered Classes and Classroom Climate	42
Summary	43
Adult Learners	44
The History and Theoretical Background of Adult Learning	44
The Definition of the Adult Learner	45
Learning Goals of Adult Learners	46
Andragogy	47
Characteristics and Limitations of Adult Learners	49
The Concept of Lifelong Learning	51
Adult Education in Taiwan	52
Summary	54
Chapter Three: Methodology	55
Introduction	55
Research Setting	55
Class Structure and Instructors	56
Participant Characteristics of the Quantitative Study	57
Participant Characteristics of the Semi-Structured Group Interviews	60
Research Framework	61
Pilot Study	62
Formal Study	63
Quantitative section: Questionnaire	64
Instruments	64
Section I. General Questions	64
Section II. Personal Report of Communication Apprehension (PRCA)	65
Section III. Class Apprehension about Participation Scale (CAPS)	66
Section IV. Connected Classroom Climate Inventory or CCCI	66
Section V. Participation	67
Section VI. Open Ended Questions	67
Qualitative Section: Semi-structured Group Interviews	68
Data Analysis	68
Chapter Four: Results	71
Introduction	71
Quantitative Results	71
Inferential Statistics	71
Descriptive Statistics	71
Research Question 1: Personal Report of Communication Apprehension	73
Research Question 2: Correlation between Personal Report of Communication       Apprehension and Connected Classroom Climate Inventory	76
Research Question 3: Correlation between Personal Report of Communication	79
Apprehension and Classroom Apprehension about Participation Scale	79
Research Question 4: Correlation between Connected Classroom Climate and	80
Classroom Apprehension about Participation Scale	80
Open Ended Question Responses	85
Qualitative Results	89
Research Question 5: Semi-Structured Group Interviews	89
1. Self-reported Perceptions of Anxiety	89
2. Self-reported Perceptions of Classroom Climate and Inter-member Relationships	91
3. Self-reported Perceptions of Participation	93
Chapter Five: Discussion and Conclusion	98
Introduction	98
Summary and Discussion of the Major Findings	98
Learner Perceptions of Apprehension and Connected Classroom Climate	98
Pedagogical Implications	103
Limitations of the Study	107
Suggestions for Future Studies	108
References	110
Appendices	128
Appendix A: Formal Study Questionnaire in English	128
Appendix B: Formal Study Online Questionnaire in Chinese	139
Appendix C: Mean Score and Standard Deviation of Individual Items of the Four Scales: Personal Report of Communication Apprehension (PRCA), Classroom Apprehension about Participation Scale (CAPS), Connected Classroom Climate Inventory (CCCI), Participation (P)	159
Appendix D: Bar Charts of the Personal Report of Communication Apprehension (PRCA) Questionnaire Results	166
Appendix E: Mean and Standard Deviation of the Independent and Dependent Variables	170
Appendix F: ANOVA Correlation Tables of Independent and Dependent Variables	175
Appendix G: The Transcripts of the Semi-structured Group Interviews	182
Transcript of Interview 1	182
Transcript of Interview 2	195

List of Tables
Table 1. The Characteristics of Anxious and Unanxious Learners	40
Table 2. Summary of the Main Differences between Pedagogy and Andragogy based on Knowles (1970)	48
Table 3.  The Characteristics of the Participants of the Quantitative Study	57
Table 4. The Characteristics of the Participants of the Qualitative Study	61
Table 5. Mean scores of the Dependent Variables	71
Table 6. Descriptive Statistics of the Dependent Variables	72
Table 7. Context specific and total Personal Report of Communication Apprehension (PRCA) results	74
Table 8.  Distribution of the Personal Report of Communication Apprehension (PRCA) Scores	76
Table 9. Correlations among Personal Report of Communication Apprehension, (PRCA) Classroom Apprehension about Participation Scale (CAPS) and Connected Classroom Climate Inventory (CCCI)	78
Table 10. Mean and Standard Deviation of Gender across the Four Scales	81
Table 11. T-test Statistics of Gender and Connected Classroom Climate Inventory (CCCI)	82
Table 12. Mean and Standard Deviation of Education across the Four Scales	83
Table 13. ANOVA Correlation Table of the Connected Classroom Climate Inventory (CCCI) and Education	84
Table 14. Eta Square of the Connected Classroom Climate Inventory (CCCI) and Education	84
Table 15. Factors Reported Causing Anxiety in English Classes	86
Table 16. Reported Factors of Decreasing Anxiety in English Classes	87
Table 17. The Highest 6 Mean Score Items of the Connected Classroom Climate Inventory CCCI) Reported by the Participants	96
List of Figures
Figure 1: Pie Chart Showing the Age Distribution of the Participants	59
Figure 2: Pie Chart Showing the Time Period of Participant Enrollment at the Institution	60
Figure 3: Personal Report of Communication Apprehension Scores of the Participants	75
Figure 4: Scatterplot of Personal Report of Communication Apprehension (PRCA) and Connected Classroom Climate Inventory (CCCI)	77
Figure 5: Scatterplot of Personal Report of Communication Apprehension (PRCA) and Classroom Apprehension of Participation Scale (CAPS)	79
Figure 6: Scatterplot of Connected Classroom Climate Inventory (CCCI) and Classroom Apprehension about Participation Scale (CAPS)	80
Figure 7:  Venn Diagram of the Answers of the Open Ended Questions	88

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