不同於以往的外語教學研究，其通常著重於學習者的整體外語學習焦慮，而本專題研究之主要目
的是調查台灣的技職院校大學生，對於英語口語表達上產生焦慮之原因，及促成焦慮形成之情況，和他們在英語課堂中及課堂外對於說英語的情感反應及態度。
本專題使用之研究方法包含量化與質化：問卷調查與個別訪談。依據調查結果資料顯示，技職院
校大學生對於英語口語表達感到焦慮的原因大致分別於下列四種因素:第一，當老師以英語詢問學生一些他們無法事先準備好答案的問題時；第二，當老師要求學生單獨在全班面前以英文做口頭演說時；第三，當學生要以英語討論不熟悉的課題時；第四，學生自己本身在英語口語表達上缺乏自信與自尊，而導致他們總認為自己的英語說得比別人差。關於大學生在英語課堂上焦慮的結果顯示，當他們在大家面前說英語時，會讓他們感到非常不安，另外他們也害怕在說英語時，會說錯或無法使用正確的文法來表達意思。另外研究結果也顯示，有些學生的焦慮的產生之原因，是因為他們在現實環境中，缺乏與外國人或以英語為母語的人使用英語來交談的經驗及機會。在學生的英語學習情感反應方面，本研究的結果也證實，大學生的焦慮反應會發生，常在於當他們不了解英文老師在說什麼時，而因此擔心自己在班上會跟不上進度，特別是程度較低的學生。本專題之研究者在最後，也根據本研究之結論，提出一些在大學英語課堂教學中，及英文老師在教授口語表達的建議。

Different from previous studies which focused on the learners’ overall foreign language learning anxiety,the purpose of this study was to investigate the sources of Taiwanese technical college students’ affective
reactions to speaking English, anxiety-provoking situations, and how were their affective reactions to speak English and their attitudes toward an EFL classroom. Both quantitative and qualitative research methods were
conduced in this study: questionnaires and interviews. According to the results, college students’ anxiety generally came from one of these following situations: first, the teacher asked them to answer questions in
English which they could not prepare in advance; second, the teacher asked them to give an English oral presentation to the class; third, students were asked to discuss unfamiliar topics in English; and fourth,
students had low self-confidence in their oral performance; as a result, they kept thinking that their spoken English was worse than their peers’. Regarding students’ anxiety in the classroom, the results revealed that
they felt excessively uncomfortable when they were asked to speak English in front of others, especially when they faced with topics they were not familiar with. In addition, they worried about the countless grammatical
rules they have to learn to speak English, and they also feared making mistakes. The results also indicated that students’ anxiety occurred when they took part in conversations with foreign English speakers due to their lack of such experience. Concerning students’ affective reactions, the results revealed that students’ anxious feeling occurred when they did not understand what the teacher said in English, and consequently they worried about themselves being left behind due to the rapid pace of the class, especially those less-competent students. Some pedagogical implications of the study are also included.