英語為現代社會中之重要溝通工具。影響英語學習成果的因素包括學習動機、努力程度、環境、認知能力及外語焦慮等。本研究之目的為瞭解北部一所技職院校大一學生之英語學習焦慮。利用T檢定、皮爾森積差相關及多因子變異數分析等統計分析方法來探討以下項目：（1）不同性別的學生在英語學習焦慮上之差異為何？（2）不同英語學習成效的學生之英語學習焦慮差異多大？（3）學生課後學習時間之長短與英語學習焦慮間之關係為何？（4）瞭解技職院校學生主要的英語學習焦慮有那些？研究結果顯示：男同學之考試焦慮及懼於負面評價焦慮高於女同學，而溝通理解焦慮則相反。英語學習焦慮與學習成效會相互影響，且英語學習焦慮與學習成效之間具有顯著的負相關。學生的英語焦慮亦與課後學習時間之長短具有顯著的負相關。學生在學習英語時最感到焦慮的是和以英語為母語的人溝通。

English has become an indispensable communicative tool in this modern society. English learning is affected by several factors such as learning motivation, effort, environment, cognitive ability, and foreign language anxiety. The purpose of this study was to understand the English learning anxiety among technical college freshmen. Statistic analysis methods, such as descriptive statistics, T-test, analysis of variance, and Pearson product-moment correlation analysis were adopted. The researcher investigated the following problems concerning foreign language anxiety. (1) Were there differences in language anxiety between male and female students? (2) To what extent did ineffective and effective learners differ in their anxiety level? (3) What were the differences in language anxiety among students with different studying time after class? (4) What were the major foreign language anxieties for technical college students? The results revealed that male students had higher test anxiety and fear of negative evaluation than female students did, while female students had higher communication apprehension anxiety. Language anxiety and learning proficiency affected each other. There was significantly negative correlation between overall language anxiety scores and learning proficiency. Students' language anxiety was negatively correlated to their studying time after class. Students were most anxious about communicating with native speakers in English learning.