科技輔助社會認知教學法（TEST）對以英語為外語學習者公開演說焦慮之影響

Effects of Technology Enhanced Socio-cognitive Teaching (TEST) on EFL learners' Public Speaking Anxiety

陳怡蓁(Yi-chen Chen)

以英語為外語 ； 公開演說焦慮 ； 社會認知教學法 ； 科技強化語言學習 ； English as Foreign Language (EFL) ； Public speaking anxiety (PSA) ； Socio-cognitive method ； Technology enhanced language learning (TELL)

臺中教育大學學報：人文藝術類

36卷1期（2022 / 06 / 01）

53 - 80

繁體中文

臺灣以英語為外語的大學生普遍遭遇到「公開演說焦慮」的情況，當被要求使用英文進行發言討論、成果發表、或是演說辯論時，常因焦慮導致口說表現以及表達效果受到影響。為有改善EFL學習者的公開演說焦慮，為有效改善問題並增益學習成效，本研究提出「科技輔助社會認知教學法（TEST）」從外語習得原則及社會互動來養成認知。參與研究為25位應用外語系二年級學生，在18週課程中進行策略導向的內容本位課程，配合主題選用手機應用程式輔助學習，並透過應用程式增加互動頻率。利用之科技包含自動語音辨識、人工智慧語言處理、擴增實境、通訊應用程式等。透過量化之問卷調查及質性之自我反思，達到三角測定成效。量化調查顯示：「公開演說焦慮自陳量表」從第一週的中等偏高降為第十八週的中等程度，焦慮降低程度接近顯著；「科技接受模型調查」平均值提高，雖未達顯著標準，仍代表學生對使用科技學習接受度增高。質化反思顯示：學生對通訊程式滿意度及使用意願最高，顯示社會互動依然受到重視。本研究提出之創新教學法TEST及演說辯論活動能降低演說焦慮並提升口語溝通動機。實證成果亦提供教師使用科技融入教學之實用方法。

The study aims at investigating the effect of the proposed method, Technology Enhanced Socio-cognitive Teaching (TEST), on reducing speaking anxiety and improving speaking ability of Taiwanese EFL learners. Twenty-five sophomore English majors participated in the study; they took a content-based course, Speech and Debate, for one semester, using theme-based mobile applications to facilitate English speaking practices, and interacting with each other through mobile apps. A total of eight mobile apps were used, and the functions included automatic voice recognition, artificial intelligence speech processing, augmented reality, and instant messaging; the apps were used for self-learning and mutual interaction, including individual speech preparations, live-action role play games, and online inter-school debate contests. Results show that the anxiety level of the students dropped from moderate high level to moderate level, according to the Personal Report of Public Speaking Anxiety scale, and the technology acceptance level went up, based on the Technology Acceptance Model. Qualitative surveys show that the students regarded the apps with an instant messaging function as the most useful and were most willing to continue use, indicating that social interaction is crucial in oral training despite of the enhancement of technology. The findings of the study confirm the positive effect of TEST on reducing EFL learners' speaking anxiety and increasing their motivation to use English in communication. EFL teachers are suggested to integrate technology in the classroom to enhance language learning and social interaction.

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