英語聽力在第二語言習得中佔有重要的地位，而英語聽力焦慮被認為是一種被動技能，難以被評估導致受到較少的關注。隨著台灣教學政策推進，英語教學也逐漸創新，由傳統教學轉變為以學生為中心的教育方法。問題導向學習 (PBL) 是一種以學習者為中心的協作方法，提供真實的教學語境，激勵學生利用自身的知識和技能通過團體找到解決問題。本研究的主要目的為調查 PBL對於台灣 EFL 學習者的聽力理解和聽力焦慮之影響及關連性，也調查學生英語聽力焦慮和對於PBL實施於EFL課程的想法。
此研究共有71位電機系大一學生，包含38位實驗組及33位控制組學生參與研究。本研究使用三種工具: 英語聽力焦慮問卷 (FLLAS)、TOEIC 聽力能力測驗、學生意見調查及訪談。實驗組採用PBL小組討論模式，控制組為傳統教學模式。本論文採用量化研究分析聽力與聽力焦慮的成效及雙方的關聯性，以及質化的實驗組學生訪談研究。
本研究的結果顯示兩組學生在各自的教學模式下，皆有顯著進步，而實驗組進步幅度較控制組更顯著。而英語聽力與聽力焦慮呈現負關聯性，意謂學生英語聽力進步同時也會降低其焦慮。最後，學生也指出在與同儕有相同英語能力及口說技巧下，會推薦此方法用於EFL課程。本研究期望於找到有效教學方法，提升學生英語聽力能力和降低其焦慮。並提供給英語教師透過本論文了解PBL在EFL課程中的影響，以及找到此方法可助於大學生在第二語言習得上有多方面的可能性。

Listening plays a vital role in second language acquisition (SLA). Listening anxiety is believed to receive less attention because listening was considered a passive skill and thus difficult to assess. With the advancement of educational policy in Taiwan, English teaching is gradually innovating; transforming from a traditional teaching method to a student-centered method. Problem-based learning (PBL) is a learner-centered, collaborative method that provides an authentic teaching context that motivates students to utilize their own knowledge and skills to find solutions to a specific problem through group discussion. The main purpose of this study is to investigate the influence and relationship of PBL on listening comprehension and listening anxiety of English Foreign Language (EFL) learners in Taiwan, and to explore students’ perceptions of listening anxiety and the implementation of PBL in the EFL lab courses.
A total of 71 university freshmen students majoring in engineering participated in this study. 38 students were in the experimental group, and 31 students in the control group. The research involved three pedagogical instruments: Foreign Language Listening Anxiety Scale (FLLAS); a TOEIC listening test; and interviews. The PBL method was implemented in the experimental group, and the control group adopted the traditional teaching mode. The quantitative data analyzed the effectiveness of students’ listening comprehension and listening anxiety as well as their correlation. The qualitative data was utilized to explore students’ perceptions of their listening anxiety and the PBL course from interviews. 
The results of the study showed that both groups had significant improvements on the posttest, notably the experimental group made more significant progress than the control group. Furthermore, a negative correlation between the listening comprehension and listening anxiety were seen, indicating that listening anxiety were lowered when student’s listening performance improved. Students indicated that they would recommend the PBL method for EFL courses if they are grouped with the same level of English proficiency and speaking skills. This study aimed to find effective teaching methods to improve students’ English listening ability, and reduce their anxiety; provide English teachers with a better understanding and the impact of PBL in EFL courses, and to discover the PBL method for university students in SLA, with possibilities of different aspects.

Table of Contents
CHAPTER ONE	1
INTRODUCTION	1
1.1 Background of the study	1
1.2 Statement of the problem	4
1.3 Purpose of the study	5
1.3 Research Questions	5
1.4 Significance of the study	6
CHAPTER TWO	7
LITERATURE REVIEW	7
2.1 Introduction	7
2.2 Problem-based learning	7
2.2.1 PBL model	11
2.3 Listening comprehension	12
2.4 Foreign language listening anxiety	14
CHAPTER THREE	18
METHODOLOGY	18
3.1 Introduction	18
3.2 Research Design	18
3.3 Participants	19
3.4 Treatment	20
3.4.1 Instructional Design	22
3.5 Instruments	25
3.5.1 Foreign Language Listening Anxiety scale (FLLAS)	25
3.5.2 TOEIC listening test	26
3.5.3 Interview	27
3.6 Procedure	28
3.7 Data analysis	31
CHAPTER FOUR	33
RESULTS AND DISCUSSION	33
4.1 Comparison of the Pretest on TOEIC Listening Test of the participants	34
4.2 Learning outcomes	34
4.2.1 The EG Students’ Improvement on Listening Comprehension toward PBL method	35
4.2.2 The CG Students’ Improvement on Listening Comprehension	35
4.2.3 Difference between the two groups on listening comprehension	36
4.3 Results of the Questionnaire	37
4.3.1 Result of learners’ Questionnaire on FLLAS1 of Foreign Language Listening Anxiety Scale in the experimental group	38
4.3.2 Result of learners’ Questionnaire on FLLAS 1 in Foreign Language Listening Anxiety Scale of the control group	45
4.3.3 Result of learners’ Questionnaire on FLLAS 2 of Foreign Language Listening Anxiety Scale in the experimental group	47
4.3.4 Result of learners’ Questionnaire on FLLAS2 of Foreign Language Listening Anxiety Scale in the Control Group	53
4.3.5 Result of learners’ Questionnaire on FLLAS3 of Foreign Language Listening Anxiety Scale in the Experimental Group	54
4.3.6 Result of learners’ Questionnaire on FLLAS 3 of Foreign Language Listening Anxiety Scale in the Control Group	60
4.4 The relationship between listening comprehension and foreign language listening anxiety	62
4.5 Participants’ perceptions of PBL method	65
CHAPTER FIVE	73
CONCLUSION	73
5.1 Summary of the major findings	73
5.2 Limitations of the study	76
5.3 Suggestions for future studies	77
5.4 Pedagogical implications	79
REFERENCES	80
APPENDICES	92


 

LIST OF TABLES
Table 1 General information about the participants of experimental group 	19
Table 2 General information about the participants of control group 	20
Table 3 Procedure for intervention weeks	30 
Table 4.1 TOEIC listening pretest between two group 	34
Table 4.2 Descriptive Statistics of listening pretest and posttest for experiment group 	35
Table 4.3 Descriptive Statistics of listening pretest and posttest for control group 	36
Table 4.4 Descriptive Statistics of listening pretest and posttest for both groups 	36
Table 4.5 The result of the pretest and posttest on Factor1 for Anxiety about English listening in EG 	38
Table 4.6 The result of the pretest and posttest on Factor1 for Anxiety about English listening in CG 	45
Table 4.7 The result of the pretest and posttest on Factor 2 for self-belief in EG 	47
Table 4.8 The result of the pretest and posttest on Factor 2 for self-belief in CG 	54
Table 4.9 The result of the pretest and posttest on Factor 3 for decoding skills in EG 	55
Table 4.10 The result of the pretest and posttest on Factor 3 for decoding skills in CG 	61
Table 4.11 The correlations between foreign language listening anxiety and listening comprehension in the two groups 	62
Table 4.12 Results of EG learners’ perceptions of PBL method 	65
 
LIST OF FIGURES
Figure 1 The problem-based learning cycle 	11
Figure 2 Procedure of the research	29

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