雖然英語已成為全球化的交際工具，但許多外語學習者仍然會對開口說英語感到焦慮，這種焦慮甚至會讓他們不願開口說英語。口說焦慮可能由許多因素所造成，包括過度擔憂對詞彙和語法的使用、害怕受到負面的評價以及缺乏自信等。然而，在台灣較少研究針對學習者的角度去探討口說焦慮的原因，以及瞭解學習者在口說焦慮上的變化，並找出可以降低學習者口說焦慮的方法。因此，本研究招募了15名來自北台灣某大學非英語系的學生，透過英語交流活動來探討他們英語口說焦慮的程度及其成因。為了瞭解學生於傳統英語課堂之外的口說焦慮原因和變化，所有受試者皆參加「英語角」活動，與校內的外國學生進行互動。
本研究採取混合研究和個案研究的方式，使用公開課堂口說焦慮量表（PSCAS）測量學生口說焦慮的程度，最後實施訪談，全面收集數據並深入瞭解學生對於此問題的看法。
研究結果顯示，學生們在說英語時普遍感到中高程度的焦慮，主要的焦慮因素包括：詞彙不足、語法錯誤、害怕負面評價、旁觀者的壓力、記憶力的挑戰、多種語言干擾、缺乏英語環境、會話中的誤解、對話題的不熟悉，以及保持對話持續。參與「英語角」活動後，學生在各方面的焦慮水平都有所下降，而他們對英語口說的學習動機和信心均明顯提升。訪談數據揭示，學生對「英語角」活動皆給予了正面的回饋，他們認為這是一個能與母語人士進行文化交流、提升口語能力的難得機會。

As the English language has become a global communication tool, mastering its mastery is now recognized as an essential skill for international communication. In the current globalized world, the ability to communicate effectively in English can open doors to a wealth of opportunities in various fields. However, speaking anxiety remains a significant challenge for learners, particularly in English as a Foreign Language (EFL) contexts. This anxiety often discourages learners from engaging in oral communication, a crucial aspect of language proficiency. Such anxiety can stem from various factors, including concerns over vocabulary and grammar accuracy, fear of negative evaluation, and self-confidence among speakers. Despite the prevalence of this issue, research particularly in Taiwan from the learners' perspective has been limited. Few studies have examined the factors contributing to speaking anxiety or offering effective strategies to alleviate it in the context of foreign language education.
This study seeks to fill this gap by investigating the levels and contributing factors of speaking anxiety among 15 non-English major students enrolled in English Lab Classes at a university in Northern Taiwan. The study also looked beyond the traditional classroom to understand how anxiety manifests in less formal environments. To this end, the students participated in a 'Chat Corner' activity, designed to facilitate interaction with international students. This activity was specifically designed to provide a more relaxed environment where they could interact with international students, thereby allowing for a more authentic use of the language without the formal pressures of a classroom.
To capture a comprehensive picture of speaking anxiety, a mixed-methods approach was employed. This included a case study to facilitate an in-depth understanding of individual experiences. Quantitative data was gathered using the Public Speaking Classroom Anxiety Scale (PSCAS), a validated instrument that quantifies levels of anxiety related to speaking in public. Additionally, qualitative data from interviews were utilized to gauge students' perspectives on speaking anxiety, providing a voice to their unique experiences and perceptions.
The findings revealed that students experienced moderate to high levels of anxiety when speaking English before participating in the chat corner activity. The most common sources of this anxiety were identified as vocabulary insufficiency, limited grammar knowledge, fear of negative evaluation, perceived pressure from onlookers, challenges in recalling appropriate language use, linguistic interference, limited exposure to real English communication, miscommunication, familiarity in conversation topics, and maintaining an engaging dialogue.
Participation in the Chat Corner led to a notable decrease in anxiety across all aspects, while simultaneously enhancing the students' motivation and confidence in their English-speaking skills. Most students reported feeling more comfortable and willing to speak English during the chat corner sessions compared to traditional classroom settings, suggesting that such informal interactions can be extremely beneficial. The interview responses were overwhelmingly positive, with students perceiving the chat corner as a valuable opportunity for cultural exchange and interaction with native speakers, ultimately aiding in the enhancement of their speaking proficiency. The positive effects of the Chat Corner suggest that the speaking activity could be a valuable addition to English language programs, potentially helping to lower speaking anxiety and improve overall language competency.

TABLE OF CONTENTS
ACKNOWLEDGEMENTS ------------------------------------------------------------------------- i
TABLE OF CONTENTS ---------------------------------------------------------------------------- vi
LIST OF TABLES ---------------------------------------------------------------------------------- viii
LIST OF FIGURES -------------------------------------------------------------------------------- viii
CHAPTER ONE INTRODUCTION ------------------------------------------------------------- 1
1.1 Research Background --------------------------------------------------------------------- 1
1.2 Statement of the Problem ---------------------------------------------------------------- 1
1.3 Purpose of the Study ---------------------------------------------------------------------- 4
1.4 Research Questions ----------------------------------------------------------------------- 5
1.5 Significance of the Study ---------------------------------------------------------------- 5
CHAPTER TWO LITERATURE REVIEW ---------------------------------------------------- 7
2.1 General Research on Speaking --------------------------------------------------------- 7
2.1.1 The Challenges of Foreign Language Speaking --------------------------- 8
2.1.2 Foreign Language Anxiety ------------------------------------------------------ 9
2.2 Factors of Foreign Language Speaking Anxiety ----------------------------------- 10
2.3 Research Methodology on Speaking Anxiety -------------------------------------- 12
2.3.1 Studies on Speaking Anxiety in Foreign Language Classroom ------- 13
CHAPTER THREE METHODOLOGY -------------------------------------------------------- 16
3.1 Research Settings ------------------------------------------------------------------------- 16
3.2 Participants --------------------------------------------------------------------------------- 18
3.3 Instruments --------------------------------------------------------------------------------- 20
3.3.1 Questionnaire on the Participants’ Background --------------------------- 20
3.3.2 Public Speaking Classroom Anxiety Scale --------------------------------- 20
3.3.3 Focus Group Interview --------------------------------------------------------- 22
3.4 Data Collection Procedure -------------------------------------------------------------- 24
3.5 Data Analysis ------------------------------------------------------------------------------ 28
CHAPTER FOUR RESULTS --------------------------------------------------------------------- 30
4.1 The Four Dimensions of Speaking Anxiety in PSCAS Analysis --------------- 30
4.1.1 The Overall Anxiety Levels in the Four Dimensions -------------------- 31
4.1.2 The Analysis of Communication Anxiety in a Public Speaking Class Dimension -------------------------------------------------------------------------------- 32
4.1.3 The Analysis of Comfort in Speaking English Dimension ------------- 35
4.1.4 The Analysis of Test Anxiety Dimension ----------------------------------- 39
4.1.5 The Anxiety Level of Indicative of Anticipated Anxious Behavior in Speaking English ------------------------------------------------------------------------ 42
4.2 Participants’ Anxiety Factors in Speaking English -------------------------------- 47
4.2.1 Vocabulary Insufficiency ------------------------------------------------------- 48
4.2.2 Limited Grammar Knowledge ------------------------------------------------ 49
4.2.3 Fear of Negative Evaluation --------------------------------------------------- 50
4.2.7 Limited Exposure to Real English Communication ---------------------- 56
4.2.8 Miscommunication -------------------------------------------------------------- 58
4.2.9 Familiarity in Conversation Topics ------------------------------------------ 60
4.3 The Changes of Students’ Speaking Anxiety --------------------------------------- 63
4.3.1 The Result of Pretest, Midtest and Posttest on Students’ Speaking Anxiety ------------------------------------------------------------------------------------ 63
4.3.2 Participants’ Perception of Participating in Chat Corner Activity ----- 68
4.4 Participants’ Experiences After Participating in Chat Corner Activity ------- 72
4.4.1 Participants’ Perspectives on the 'Chat Corner': A Reflection of Positive Engagement and Cultural Exchange ------------------------------------- 72
4.4.2 Participant Experiences and Contextual Factors: Conversational Topics, Conversational Dynamics and Partner Attitudes ----------------------- 74
CHAPTER FIVE DISCUSSION AND CONCLUSION ------------------------------------ 78
5.1 Discussion ---------------------------------------------------------------------------------- 78
5.2 Pedagogical Implication ----------------------------------------------------------------- 80
5.3 Limitations of the Study ----------------------------------------------------------------- 82
5.4 Suggestion for the Future Study ------------------------------------------------------- 82
5.5 Conclusion --------------------------------------------------------------------------------- 83
References --------------------------------------------------------------------------------------------- 84
Appendices -------------------------------------------------------------------------------------------- 88
Appendix A ------------------------------------------------------------------------------------- 88
Appendix B ------------------------------------------------------------------------------------- 89
Appendix C ------------------------------------------------------------------------------------- 92
Appendix D ------------------------------------------------------------------------------------- 93
Appendix E ------------------------------------------------------------------------------------- 96
Appendix F -------------------------------------------------------------------------------------- 97
Appendix G ------------------------------------------------------------------------------------- 98
LIST OF TABLES
Table 1. Dimensions and Item of PSCAS ---------------------------------------------- 21
Table 2. Interview Questions ------------------------------------------------------------- 24
Table 3. Means, and Standard Deviations (SD) of the Four Speaking Anxiety Dimensions --------------------------------------------------------------------------------- 31
Table 4. Means, and Standard Deviations (SD) of the Speaking Anxiety Items in Communication anxiety in a public speaking class dimension. --------------------- 33
Table 5. Grand Means, and Standard Deviations (SD) of the SA Items in Comfort in speaking English dimension. ---------------------------------------------------------- 36
Table 6. Grand Means, and Standard Deviations (SD) of the SA Items in Test anxiety dimension. ------------------------------------------------------------------------- 39
Table 7. Grand Means, and Standard Deviations (SD) of the SA Items in indicative of anticipated anxious behaviors in speaking English Factor. ---------- 43
Table 8. Descriptive Statistics of Speaking Anxiety and Related Factors Across Pre-Test, Mid-Test, and Post-Test ------------------------------------------------------- 66
LIST OF FIGURES
Figure 1. Data Collection Procedure ..................................................................27

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