英語已經是世界共通言語，在台灣教育之下，經常性的練習英語聽、說、讀，卻缺少學習英語口說的環境。為了因應這樣的學習環境和教育制度，目前已有大量的一般性文獻研究有效提升英語口說之教學法，儘管許多文獻廣泛討論過科技對語言學習的效益，但是特定針對學習對象為大班級和語言程度落差的研究卻很少，例如：大學英語口說課。
　　因此，本論文旨在探討大學英語口說課在班級人數多且程度不同之情況下，科技學習對學生學習經驗之影響。本課程為一學期18週，共有178位來自各學院且擁有不同英語程度的大一至大四學生參與課程。研究者針對科技輔助英語口說課對學生態度之影響呈現統計數值，其影響因素包括：學習動機、學習自信、學習焦慮、自我效能、課程參與度。此外，本研究亦採用質性分析，以面談訪問與課堂文字回饋來探究受試者對科技輔助學習的經歷感受。
　　量化結果顯示，參與本課程學生之學習動機、學習自信、自我效能、課程參與度皆有明顯提升，而學習焦慮並無顯著下降。此外，質性研究結果顯示學生對於科技輔助提升學習動機、自信、焦慮、自我效能、參與度皆表示有助於大幅提升學習經歷。然而，本研究聚焦在學生學習經歷之感受，未將英語口說能力成就納入研究範疇，專業領域研究仍可將本研究發現應用於教學法與科技輔助結合之發展。

English is a lingua franca of the world, and many students need to learn how to communicate in English. In Taiwan’s EFL setting, students lack facilitative environment for practicing spoken English. While technologies assisted language learning as a topic has been extensively investigated, few studies have focused on students in large, mixed-ability class.
  The purpose of the study is to explore the efficacy of Technology Enhanced Language Learning (TELL) from the perspective of students in a large mixed-ability class. The research focuses on students’ learning experience in terms of perceived changes in motivation, confidence, anxiety, engagement and self-efficacy. These factors are qualified and quantified in order to investigate students’ perception towards the TELL learning process. One hundred and seventy-eight students from different departments with different language proficiency enrolled in a one-semester conversation class participated in the present study. 
  178 undergraduate students filled in a questionnaire which ask about their learning attitude. The participants’ learning attitude before and after the instruction was investigated using both quantitative and qualitative inquiries. The quantitative results show participants made significant improvement with regard to learning motivation, confidence, engagement and self-efficacy, while learning anxiety remains the same. The qualitative results indicate that participants strongly agreed with the beneficial effects of TELL.
  The present study showed the feasibility of using various technologies to support the teaching of large size English classes in the EFL setting. Future studies may be conducted with a broader scope to include evaluating students’ proficiency gain under TELL.

TABLE OF CONTENTS
ACKNOWLEDGEMENTS	I
CHINESE ABSTRACT	II
ABSTRACT	        IV
TABLE OF CONTENTS	VI
LIST OF TABLES	        IX
LIST OF FIGURES	        XI
LIST OF APPENDICES	XI
CHAPTER ONE INTRODUCTION	1
1.1 Background of the study	1
1.2 Statement of the problem	3
1.3 Purpose of the study	4
1.4 Research questions	        5
1.5 Significant of the study	5
1.6 Definition of terms	        6
CHAPTER TWO LITERTURE REVIEW	8
2.1 Introduction	        8
2.2 Computer Assisted Language Learning	8
2.3 Technology Enhanced Language Learning	10
2.3.1 Technology enhanced Motivation in Language Learning	13
2.3.2 Technology enhanced self-efficacy in learning experience	15
2.3.3 Factors of confidence and anxiety in TELL	17
2.3.4 Factors of engagement in TELL	18
CHAPTER THREE METHODOLOGY	20
3.1 Introduction	20
3.2 Participants	20
3.3 Course description	21
3.4 Material	22
3.5 Instrument and data collection procedure	24
3.5.1 The pilot study	24
3.5.2 Results of the pilot study	24
3.5.3 Learning experience questionnaire: Pre-instruction and Post-instruction	26
3.5.3.1 Reliability analysis of language learning questionnaire	27
3.6 Data collection and analysis	28
3.6.1 Interview	28
3.6.2 Written data of course reflection	29
CHAPTER FOUR  RESULTS AND DISCUSSION	30
4.1 Introduction	30
4.2 Quantitative results of learning experience questionnaire	30
4.2.1 Discussion of TELL and quantitative results	33
4.3 Qualitative results of interviews and written reflection	34
4.3.1 The frequently used technologies for uploading recording assignments by interviewees, and their difficulties and assistance.	35
4.3.2 Interviewees’ perceptions toward the motivation enhanced of TELL in conversation class.	36
4.3.3 Interviewees’ perceptions toward TELL in decreasing learning anxiety and increasing confidence.	39
4.3.4 Interviewees’ perceptions towards online resources as learning materials	41
4.3.5 Interviewees’ perceptions toward the benefits and disadvantages of submitting audio assignments through Google-Drive and Moodle.	46
4.3.6 Students’ perceptions toward the differences between the TELL conversation class and traditional classroom	49
4.3.7 Results of the course reflection of the TELL conversation class	51
CHAPTER FIVE  CONCLUSION	54
5.1 Conclusion of the major findings	54
5.2 Limitation of the study	55
5.3 Suggestion for future research	56
REFERENCES	58
APPENDICES	67

LIST OF TABLES
Table 3.1 Participants’ gender distribution	21
Table 3.2 Participants’ background information	21
Table 3.3 Report of item analysis on Pearson’s correlations	25
Table 3.4 Reliability analysis results by Cronbach’s Alpha	26
Table 3.5 Reliability analysis results of the subscales by Cronbach’s Alpha	27
Table 4.1 Descriptive statistical results of the SPSS	31
Table 4.2 Paired sample t tests for the scores of the pre- and post-instruction in the SPSS	32
Table 4.3 Descriptive statistics for the mean scores of the Pre- and Post-instruction	32
Table 4.4 Paired sample t test for the mean scores of participants’ language learning experience in Pre- and Post-instruction	33
Table 4.5 Interviewees’ background information	35
Table 3.1.1 Descriptive of Group Statistics results	99
Table 3.1.2 Critical value (CR value) results of independent-sample t-test	100

LIST OF FIGURES
Figure 1 The Moodle’s homepage	23
Figure 2 Course Google-Drive page	23

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