國際英語演講協會是個國際型的教育組織，透過定期舉辦的演講會議幫助會員透過演講和領導來發展英語口語表達能力。本研究目的為探討台灣的國際英語演講協會中成員的英語口說焦慮與口語表達策略。研究問題包括 (1) 國際英語演講協會中成員的英語口說焦慮來源為何? (2) 國際英語演講協會中成員所使用的英語口語表達策略為何? (3) 國際英語演講協會是如何幫助會員發展英語口語表達能力? 本研究受測對象為89位國際英語演講協會中成員來自大學生校園演講社團、公司性質演講社團、及成人性質演講社團。為了更深入了解國際英語演講協會中成員的英語口說焦慮與口語表達策略，此研究蒐集了質化和量化資料，並採用兩種工具，包括問卷及訪談。問卷包含大眾演說的個人焦慮匯報、英語口說焦慮來源、及英語口語表達策略。此研究中，12 位受測對象加入訪談。研究結果顯示，五個主要的英語口說焦慮來源分別為自己的個性、主題的熟悉度、準備時間、自己的口說能力、及觀眾熟悉程度。另外，在英語口語表達策略方面，英語流暢性策略，社交感受策略、及英語正確性策略為受測者們在英語演講會中常使用的口語表達策略。訪談研究結果顯示國際英語演講協會提供會員友善與支持性的英語口語表達環境，並給予會員許多在觀眾面前做英語演講的機會，這幫助了講者發展英語口語表達能力和大眾演說的技巧。此外，講者在演講會中學習到如何清楚地架構自己的論點與想法，擁有足夠的演說機會去多方嘗試備稿演講、即席演講、及講評演講。演講完後，演講講評員和資深講者提供建設性的建議幫助講者提升英語演說能力。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，國際英語演講協會能提供講者透過在教室以外的演講性社團發展英語口語表達能力和大眾演說技巧。

Toastmasters is an international organization that aims to help members build up communicative competence through taking turns to speak and lead at each club meeting. The present study was conducted in Taiwan’s Toastmasters’ clubs to address the following three research questions: (1) What are the speaking anxiety sources of Toastmasters’ members in Taiwan? (2) What are the oral communication strategies adopted by Toastmasters’ members? (3) How can Toastmasters program help EFL speakers develop their communicative competence? Participants were 89 Toastmasters’ members from college campus, corporation, and adult speech clubs. The researcher adopted a mix-method to gather both qualitative and quantitative data in order to further probe into the level of EFL speaking anxiety, sources of speaking anxiety, and oral communication strategies in speech clubs’ settings. The two instruments were a questionnaire and an interview. The questionnaire included three parts: the Personal Report of Public Speaking Anxiety (PRPSA), adapted EFL speaking anxiety source questionnaire, and adapted Oral Communication Strategies Inventory (OCSI). Twelve participants were selected to participate in a semi-structured interview. The results showed that there were five main EFL speaking anxiety sources which included self-perceived personalities, topic familiarity, time for preparation, self-perceived oral proficiency, and audience’s familiarity. In addition, fluency-oriented strategies, social affective strategies, accuracy-oriented strategies were three oral communication strategies frequently utilized by Toastmasters’ members. The qualitative findings indicated that Toastmasters’ clubs offer a friendly and supportive English speaking environment with multiple opportunities of giving English speeches in front of audience. This helps EFL speakers develop their English communicative competence and public speaking skills through learning how to structure their intended messages in logical and comprehensible ways, having sufficient public speaking experiences of delivering various types of speeches in a prepared speech, an impromptu speech, and an evaluation speech session, and receiving constructive feedback from speech evaluators and seasoned members. The study is expected to make a contribution to the literature of EFL speaking anxiety and oral communication strategies as well as provide pedagogical implications on how Toastmasters’ speech clubs outside the conventional classrooms can help EFL speakers cultivate English communicative competence and public speaking skills.

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