對於非母語人士而言，說外語是一項挑戰，因為他們必須精通其語言和社會能力。這些挑戰可能造成學習者在使用外語溝通及適應文化時感到焦慮。本研究調查了台灣某科技大學的151名印尼籍研究生英語口說焦慮程度、造成焦慮之潛在因素及應對策略，並根據研究變數探討了不同語言程度及專業領域的學生間之差異。本研究採用混和研究方法，以五等級李克特量表問卷和半結構式訪談作為研究工具。研究結果顯示，印尼研究生的英語口說焦慮程度為中等；造成焦慮之潛在因素包括害怕在他人面前說英文、自我感覺英語能力低、缺乏準備、內容不精熟及口誤。低程度學生在面臨需要公開演說的活動時，口說焦慮顯著地高。然而，在口說焦慮程度及潛在因素方面，硬科學和軟科學學生之間無顯著差異。最後，針對處理英語口說焦慮的應對策略，低程度學生大多採用準備策略來因應口說焦慮，而攻讀硬科學的學生則多會使用同儕尋求策略來減輕焦慮感。本研究希望為海外高等教育之英語口說焦慮文獻提供有用的實證論見，並提出未來指導印尼研究生減低英語口說焦慮之教學建議。

Speaking in a foreign language is challenging for non-native English speakers since they have to be proficient in both linguistic and sociolinguistic competence. These challenges might contribute to causing anxiety for learners in using the language for communication and their adaptation to the target culture. This study investigated EFL speaking anxiety level, potential sources, and coping strategies of 151 Indonesian graduate students in a technological university in Taiwan, as well as the differences between students of different proficiency levels and majors in the variables explored. The present study employed a mixed-method research design with 5-point Likert-scale questionnaires and semi-structured interviews as the instruments. The findings revealed that Indonesian graduate students experienced a moderate level of EFL speaking anxiety due to fear of speaking English in front of others, low self-perceived English proficiency, lack of preparedness, lack of content mastery, and speaking error. Low proficient students were significantly more anxious in activities that require public speaking. However, no significant difference was found between hard science and soft science students in the EFL speaking anxiety level and potential sources. Finally, the participants employed coping strategies to deal with their EFL speaking anxiety. Low proficient students employed preparation strategy more significantly to cope with their speaking anxiety; meanwhile, hard science students employed peer-seeking strategy more significantly to alleviate their anxiety. This study is expected to provide valuable theoretical insights into EFL speaking anxiety within the foreign higher educational context, and pedagogical implications for instructing the coping strategies to Indonesian graduate students.

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