本研究係以讀者劇場教學活動對國中學生英文學習之影響為題，探討學生英文閱讀動機及閱讀焦慮感之變化，瞭解學生對此活動的感想，以及此教學方式之可行性，以為未來教學研究之參考。
本研究以台北市某國中的兩班共七十一位七年級學生為對象，一班為實驗組，一班為控制組，另實驗組又區分為高成就及低成就。兩班學生皆閱讀所指定的相同故事。實驗組依據研究者改編的劇本以讀者劇場的方式呈現，控制組則由學生們自己默讀原文之後寫故事摘要。整個計畫為期十六週，在教學活動前及結束之後，兩組學生均填寫英文閱讀動機調查表及英文閱讀焦慮量表的前、後測問卷，實驗組並在教學活動結束後另填寫讀者劇場心得問卷。
研究結果顯示，實驗組及控制組的學生在前、後測的表現，雖然平均分數顯示實驗組的閱讀動機提升較控制組多，閱讀焦慮感比控制組降低較多，但獨立樣本t檢定上，二組的閱讀動機和閱讀焦慮感並無顯著差異。至於實驗組的高成就及低成就的學生，在前、後測的表現，雖然平均分數顯示高成就組的閱讀動機提升較低成就組多，閱讀焦慮感比低成就組降低較多，但獨立樣本t檢定上，二組的閱讀動機和閱讀焦慮感也無顯著差異。然而根據學生心得問卷，讀者劇場能提高國中學生的學習興趣、英文閱讀動機，並有助單字學習、和增進閱讀流暢以及降低英文閱讀焦慮感。

This study aims to investigate the effects of Readers Theater on EFL students’ reading motivation and reading anxiety. Students’ perceptions toward RT were also examined. This study looked at ways in which teachers can incorporate RT activities into the curriculum.
The participants were seventy-one seventh graders from two intact classes in a junior high school in Taipei city. They were assigned to two treatment groups. The two groups read the same stories; however, the experimental group presented the scripts adapted from the stories in RT and the control group read the original texts and wrote summaries. Pre and post Reading Survey (RS) and Foreign Language Reading Anxiety Scale (FLRAS) were collected from two groups within sixteen weeks. After RT treatment, the experimental group was required to fill out a reflection questionnaire.
Although findings of this study indicated that the students’ reading motivation by mean scores were enhanced and many students experienced a lower level of reading anxiety through RT activities according to mean scores, the t-test scores showed no significant differences of reading motivation and reading anxiety between experimental group and control group. High achievers and low achievers of experimental group also had the same results of no significant differences.
However, students’ perceptions toward English reading suggested that RT can be integrated into a broader curriculum to provide a stress-reduced environment for EFL students to promote English reading motivation, vocabulary learning and reading fluency. Finally, pedagogical implications for the use of RT in EFL classroom and practical suggestions for future research concerning using RT were also presented.

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