本研究主要目的旨在探討台灣高職學生之英語口說焦慮。研究問題包括 (1) 高職生說英語時的焦慮程度為何？ (2) 高職生英語口說焦慮之來源為何？(3) 高職生面對口說焦慮時會採用何種解決策略？ (4) 高成就與低成就學生在口說焦慮程度、口說焦慮來源、及口說焦慮解決策略上是否有顯著之差異？ (5) 高職學生對英語口說焦慮的觀感為何？ 本研究受測對象為台灣北部高職應用外語科的36位三年級學生，根據英語口說練習課的期末成績，將其分成高成就與低成就組。此研究採用兩種工具，包括問卷及訪談。主要的工具為英語口說焦慮問卷，目的用來了解高職學生的焦慮程度、焦慮來源、及焦慮解決策略。另一項工具為訪談，包括五個問題。研究結果顯示，受測者的口說焦慮程度為中等。雖然高成就與低成就組的口說焦慮程度並沒有顯著的差異，但是就數據上來看，低成就組的焦慮程度高於高成就組。另外，受測者的焦慮來源包括自己的個性跟口說能力、準備的時間、主題的熟悉度、及老師的回饋跟個性。低成就組在被老師要求問其他同學問題、面對多元的口說任務、及同學給予的回饋時，都顯得比高成就組來的緊張。在英語口說焦慮解決策略方面，正向思考、緩和、及尋求同儕幫忙最常被使用。雖然在高低成就組的口說焦慮解決策略並無顯著的差異，但就數據而言，高成就組面對口說焦慮時較常用正向思考的策略，而低成就組則較常使用準備及迴避的策略。最後，本研究結果希望能對英語口說焦慮的領域有所貢獻。此外，也能讓英文老師了解高職生的焦慮來源，進而幫助學生減低口說焦慮，並讓學生有效率的學習英語口說。

The current study aims to investigate speaking anxiety of vocational high school students in Taiwanese EFL context. To address this issue, a mixed approach is utilized to explore the research questions, including (1) How anxious are EFL vocational high school students when they speak English? (2) What are the sources causing the speaking anxiety of EFL vocational high school students? (3) How do EFL vocational high school students cope with their speaking anxiety? (4) Are there significant differences between proficient and less proficient EFL speakers in terms of their anxiety levels, sources, coping strategies? (5) What are EFL vocational high school students' perceptions of speaking anxiety? Participants were 36 third-year vocational high school students of English major in northern Taiwan. Based on their final grades of English Oral Practice, they were divided into proficient and less proficient groups. The two instruments in the study consisted of a questionnaire and an interview guide. A questionnaire was administrated to examine their levels of speaking anxiety as well as explore their sources and coping strategies to that anxiety. A semi-structured interview was conducted to probe specific information of EFL participants’ speaking anxiety. Results showed that participants’ anxiety levels are moderate. Although there was no significant difference in anxiety levels between two proficiency groups, but less proficient speakers tend to be more anxious than proficient groups. In addition, the major anxiety sources reported by both groups of speakers include self-perceived personalities and oral proficiency, time for preparation, topic familiarity, and instructors’ feedback and personalities. The significant result showed that less proficient groups tend to be more anxious about the requirements of asking peers' questions, task diversity, as well as peers' feedback and behaviors. Moreover, positive thinking, relaxation, and peer seeking are the most frequently used strategies to deal with speaking anxiety. There was no significant difference in strategy use between two proficiency groups, but proficient speakers tend to use more positive thinking and less proficient speakers tend to use the strategies of preparation and resignation. The study is expected to contribute to the literature of speaking anxiety, to provide pedagogical implications on how teachers can help students to deal with EFL speaking anxiety and further to improve their EFL oral performances effectively.

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