本研究的動機源自於由Nunan所倡導「以學習者為中心」課程設計原理，目的在於探究當前臺灣地區科技大學在學生的必修英文課程中，針對教師在課堂上為提升學生口說能力所從事各項學習活動的觀點。經由研究者所執行的網路問卷調查，共有北中南五所科技大學學生回應對於這些英語口說活動及教學的成效。研究結果顯示，課堂的英語口說活動中，「口頭報告」雖然常被教師廣泛的運用於課堂上，卻被學生認為是在提升口說能力所從事的活動中最沒有學習效果。另外，學生反而認為「不能看稿的口頭報告」比較有學習效果，然而這項活動在調查中被英語教師運用於課堂的頻律並不高。參與本研究的學生則評價「班級辯論」和「故事或經驗分享」兩項為他們最喜歡的英語口說活動。而學生對於分組及配對活動之學習效果的看法明顯是分歧的：他們的評論意見包含有組員常會使用母語交談、有組員缺乏學習動機而保持沉默、或很難持續專心於指定的學習任務上。研究者就研究的結果也提出一些建議及策略，與教室管理運用，以提升課堂上口說活動的學習成效：教師應該廣泛運用更多不同型式的口說活動來激發學生的學習興趣，及提供更多的機會讓學生真正透過這些活動來張口練習說英文。教師也應該適時的提供引發學生學習興趣的親身示範(而不是只要求學生自我摸索)，並且一定要針對學生的表現給予正面性的回饋與修正意見。

This study was inspired by the principles of the learner-centered curriculum (Nunan, 1993, 1995), aiming to examine the views of college EFL students toward oral activities implemented in their classroom. Via an online survey, participants from five technological universities described the effectiveness of certain in-class oral activities and instructional practice. Research findings reveal that of the in-class speaking activities, oral presentation with text support, although widely employed, are considered by those learners as one of the least helpful in terms of L2 oral development. In addition, they perceive oral presentations in which the use of written cues is not allowed as more helpful; however, this alternative presentational method is infrequently practiced in the EFL classroom. Respondents rate class debates and story-telling and information-sharing activities as their preferred oral tasks. Moreover, participants’ reaction to group and pair work is decidedly mixed with respondents commenting on frequent use of first language (Chinese), unmotivated classmates, and difficulty remaining on-task. Results suggest that instructors should present a broader variety of in-class oral practices in which students can actually engage in oral tasks, provide motivated demonstration if needed, and finally provide students some positive feedbacks for their performance.