焦慮是學生在外語學習過程中可能會遭遇到的情意問題，其可影響學生的學習與表現，因此進一步了解焦慮的原因與影響，並根據此提供相關建議，有益於幫助外語學習者降低焦慮。本研究旨在探討外語焦慮與英語學習動機以及外語焦慮與英語能力之間的關聯，並探究造成臺灣大學生學習英語作為外語而產生焦慮之原因，並根據研究結果提出一些可改善學生焦慮之建議。本研究使用了問卷調查和半結構訪談來分別蒐集量化與質化資料，量化分析使用了描述性統計、皮爾森相關分析、K-means分群、單因子變異數分析以及Tukey事後檢定等統計方法，而質化分析則採用主題分析法。研究對象為143位臺灣大學生，72位為英語主修，71位為非英語主修，其皆參與了問卷調查。深入訪談的參與者則從問卷調查中，低、中、高焦慮組的學生中分別取三位，共九位受訪者。研究結果顯示外語焦慮與英語學習動機及英語能力皆呈現顯著負相關，且高焦慮學生的英語能力與低、中焦慮的學生有顯著差異，並揭示了外語焦慮可能會對語言學習動機與能力造成負面影響。此外，本研究還發現了七個造成學生焦慮的主要原因，包含考試焦慮、即興情況、害怕負面評價、理解和表達的不足、同儕壓力、英語主修以及教師的態度。基於研究結果，本研究提供了外語學習者與教學者一些建議，以期減緩學習者之外語焦慮。學生可以學習一些有效的考試策略、將犯錯視為寶貴的學習經驗、積極尋找練習英語的機會、善用各種管道與資源進行語言學習、利用語境推測未知單詞的含義、在英語課前預習學習內容、避免為自己設定過於理想化的標準。至於教師，他們可以提供適當的準備時間、營造讓學生勇於發言與犯錯的友善學習環境、以友好和支持的態度對待學生、提供正向回饋、設計學生中心導向之教學、提供充足的練習機會、融入合作學習活動、避免對學生寄予不切實際的期望。

Anxiety is an emotional problem that students may encounter during the learning process and which may affect their learning and performance. Thus, an in-depth investigation of the causes and effects of foreign language anxiety (FLA) may benefit learners by providing suggestions to overcome anxiety. This study explored FLA’s relationships with motivation and language proficiency, as well as the causes of FLA among Taiwanese English as a foreign language (EFL) university students. Questionnaire surveys and semi-structured interviews were employed to collect quantitative and qualitative data. Descriptive statistics, Pearson correlation analysis, K-means clustering, one-way ANOVA, and Tukey HSD tests were used to analyze quantitative data, while thematic analysis was used to analyze qualitative data. The participants were 143 Taiwanese university students (72 English majors and 71 non-English majors) who participated in a survey. According to the survey data, three students from each group (low, medium, and high anxiety) were selected for in-depth interviews, for a total of nine interviewees. The results show that FLA has a significant negative correlation with motivation to learn English and English proficiency. Moreover, a significant difference was found in English proficiency between high FLA students and both low and medium FLA students. The results also revealed that FLA could reduce language learning motivation and proficiency. Moreover, seven major sources of students’ FLA were identified, including test anxiety, impromptu situations, fear of negative evaluation, comprehending and expressing inadequacies, peer pressure, being an English major, and teacher attitudes. Based on the findings, some suggestions are provided to reduce learners’ FLA.

摘要 i
Abstract iv
誌謝 vi
Acknowledgements vii
List of Tables xi
List of Figure xii
Chapter One Introduction 1
1.1 Research Background 1
1.2 Problem Statement 2
1.3 Purpose of the Study 3
1.4 Significance of the Study 4
1.5 Research Questions 4
1.6 Definitions of Terminology 5
Chapter Two Literature Review 7
2.1 The Affective Filter Hypothesis 7
2.2 Affective Factors Affecting Language Learning 8
2.2.1 Foreign Language Anxiety (FLA) 8
2.2.2 Language Learning Motivation 9
2.3 Relationship Between FLA and Learning Motivation 9
2.4 Relationship Between FLA and Language Proficiency 11
2.5 Causes of FLA 12
Chapter Three Methodology 20
3.1 Research Design 20
3.2 Participants and Settings 21
3.3 Instruments 22
3.3.1 Questionnaire 22
3.3.2 Interview Guide 25
3.4 Procedures 25
3.5 Pilot Study 27
3.6 Data Collection 28
3.6.1 Quantitative Data Collection 29
3.6.2 Qualitative Data Collection 30
3.7 Data Analysis 30
3.7.1 Quantitative Data Analysis 31
3.7.2 Qualitative Data Analysis 31
Chapter Four Data Analysis 33
4.1 Quantitative Data Analysis 33
4.1.1 Level of FLA 33
4.1.2 FLA’s Relationships With Learning Motivation and English Proficiency 34
4.2 Qualitative Data Analysis 39
4.2.1 Interviewees 39
4.2.2 Factors Causing FLA 40
Chapter Five Discussions of Findings 55
5.1 Level of FLA 55
5.2 Relationship Between FLA and Learning Motivation 56
5.3 Relationship Between FLA and Language Proficiency 57
5.4 Factors Contributing to FLA 58
5.4.1 Test Anxiety 59
5.4.2 Impromptu Situations 59
5.4.3 Fear of Negative Evaluation 60
5.4.4 Comprehending and Expressive Inadequacies 60
5.4.5 Peer Pressure 61
5.4.6 English Major 61
5.4.7 Teacher Attitudes 61
Chapter Six Conclusion 63
6.1 Suggestions 63
6.2 Limitations and Issues for Further Studies 68
6.3 Conclusion 70
References 73
Appendix A: Survey Cover Letter (Chinese Version) 85
Appendix B: Questionnaire (Chinese Version) 86
Appendix C: Survey Cover Letter (English Version) 91
Appendix D: Questionnaire (English Version) 92
Appendix E: Interview Guide (Chinese Version) 98
Appendix F: Interview Guide (English Version) 99

Aeni, N., Jabu, B., Rahman, M. A., & Strid, J. E. (2017). English oral communication apprehension in students of Indonesian maritime. International Journal of English Linguistics, 7(4), 158-167. https://doi.org/10.5539/ijel.v7n4p158
Aguila, K. B., & Harjanto, I. (2016). Foreign language anxiety and its impacts on students’ speaking competency. Anima Indonesian Psychological Journal, 32(1), 29-40. https://doi.org/10.24123/aipj.v32i1.582
Ahmetović, E., Bećirović, S., & Dubravac, V. (2020). Motivation, anxiety and students’ performance. European Journal of Contemporary Education, 9(2), 271-289. https://doi.org/10.13187/ejced.2020.2.271
Ajeng, G. D. (2016). The possible causes of Indonesian EFL students’ anxiety in speaking impromptu speech. The Fourth International Conference on Education and Language (4th ICEL), 216-221.
Albore, A. K. (2019). Investigating the causes of learners’ speaking anxiety in foreign language classroom: The case of grade nine students in Mizan Secondary and Preparatory School in Bench Maji Zone in Snnpr. Arabic Language, Literature & Culture, 4(1), 1-15. https://doi.org/10.11648/j.allc.20190401.11
Almurshed, H. M., & Aljuaythin, W. (2019). Does high anxiety decrease motivation for learning English as a foreign language? International Journal of Applied Linguistics and English Literature, 8(2), 113-119. https://doi.org/10.7575/aiac.ijalel.v.8n.2p.113
Ansari, M. S. (2015). Speaking anxiety in ESL/EFL classrooms: A holistic approach and practical study. International Journal of Educational Investigations, 2(4), 38-46.
Aydin, S., Harputlu, L., Çelik, S. S., Uştuk, Ö., & Güzel, S. (2017). Age, gender and grade effect on foreign language anxiety among children. TEFLIN Journal, 28(2), 133-154. https://doi.org/10.15639/teflinjournal.v28i2/133-154
Balla, A. A. S. (2017). Foreign language anxiety in Saudi classroom: A case study of Saudi tertiary female students in Prince Sattam University. English Language Teaching, 10(5), 28-36. https://doi.org/10.5539/elt.v10n5p28
Bećirović, S. (2017). The relationship between gender, motivation and achievement in learning English as a foreign language. European Journal of Contemporary Education, 6(2), 210-220. https://doi.org/10.13187/ejced.2017.2.210
Boyatzis, R. E. (1998). Transforming qualitative information: Thematic analysis and code development. sage.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
Chang, C. H., & Liu, H. J. (2013). Language learning strategy use and language learning motivation of Taiwanese EFL university students. Electronic Journal of Foreign Language Teaching, 10(2), 196-209.
Chanprasert, C., & Wichadee, S. (2015). Exploring language learning anxiety and anxiety reducing strategies of the first-year students taking a foreign language course. Silpakorn University Journal of Social Sciences, Humanities, and Arts, 15(1), 131-156.
Chen, I.-J., & Chang, C.-C. (2009). Cognitive load theory: An empirical study of anxiety and task performance in language learning. Electronic Journal of Research in Educational Psychology, 7(2), 729-746.
Dawadi, S., Shrestha, S., & Giri, R. A. (2021). Mixed-methods research: A discussion on its types, challenges, and criticisms. Online Submission, 2(2), 25-36. https://doi.org/10.46809/jpse.v2i2.20
Debreli, E., & Demirkan, S. (2015). Sources and levels of foreign language speaking anxiety of English as a foreign language university students with regard to language proficiency and gender. International Journal of English Language Education, 4(1), 49-62. https://doi.org/10.5296/ijele.v4i1.8715
Dewaele, J. M., & Alfawzan, M. (2018). Does the effect of enjoyment outweigh that of anxiety in foreign language performance? Studies in Second Language Learning and Teaching, 8(1), 21-45. https://doi.org/10.14746/ssllt.2018.8.1.2
Djafri, F., & Wimbarti, S. (2018). Measuring foreign language anxiety among learners of different foreign languages: In relation to motivation and perception of teacher’s behaviors. Asian-Pacific Journal of Second and Foreign Language Education, 3(17). https://doi.org/10.1186/s40862-018-0058-y
Dodeen, H. (2015). Teaching test-taking strategies: Importance and techniques. Psychology Research, 5(2), 108-113. https://doi.org/10.17265/2159-5542/2015.02.003
Doğan, Y., & Tuncer, M. (2016). Examination of foreign language classroom anxiety and achievement in foreign language in Turkish university students in terms of various variables. Journal of Education and Training Studies, 4(5), 18-29. https://doi.org/10.11114/jets.v4i5.1337
Dulay, H., & Burt, M. (1977). Remarks on creativity in language acquisition. In M. Burt, H. Dulay, & M. Finocchiaro (Eds.), Viewpoints on English as a second language (pp. 95-126). New York: Regents.
Dutra, R., & Finger, I. (2019). Age and proficiency in foreign language anxiety. Caderno de Letras, (35), 209-220. https://doi.org/10.15210/cdl.v0i35.17756
Eddraoui, B., & Wirza, Y. (2020). Speaking anxiety of EFL high school students: Indonesian and Moroccan cases. The Fourth Asian Education Symposium (AES 2019), 349-356. https://doi.org/10.2991/assehr.k.200513.079
Gardner, R. C. (1985a). Social psychology and second language learning: The role of attitudes and motivation. London, UK: Edward Arnold.
Gardner, R. C. (1985b). The Attitude/Motivation Test Battery: Technical Report (No.1). Retrieved from https://publish.uwo.ca/~gardner/docs/AMTBmanual.pdf
Gardner, R. C. (2006). The socio-educational model of second language acquisition: A research paradigm. EUROSLA Yearbook, 6, 237-260. https://doi.org/10.1075/eurosla.6.14gar
Gardner, R. C., & Gliksman, L. (1982). On “Gardner on affect”: A discussion of validity as it relates to the Attitude/Motivation Test Battery: A response from Gardner. Language Learning, 32(1), 191-200. https://doi.org/10.1111/j.1467-1770.1982.tb00527.x
Gardner, R. C., & MacIntyre, P. D. (1993). On the measurement of affective variables in second language learning. Language Learning, 43(2), 157-194. https://doi.org/10.1111/j.1467-1770.1992.tb00714.x
Gardner, R. C., Masgoret, A. M., Tennant, J., & Mihic, L. (2004). Integrative motivation: Changes during a year-long intermediate-level language course. Language Learning, 54(1), 1-34. https://doi.org/10.1111/j.1467-9922.2004.00247.x
Gass, S.M., & Selinker, L. (2008). Second language acquisition: An introductory course (3rd ed.). NY: Routledge.
Hanifa, R. (2018). Factors generating anxiety when learning EFL speaking skills. Studies in English Language and Education, 5(2), 230-239.
Hardon, A., Hodgkin, C., & Fresle, D. (2004). How to investigate the use of medicines by consumers. World Health Organization and University of Amsterdam.
Harmer, J. (2007). The practice of English language teaching (4th ed.). Essex: Longman.
Henter, R. (2014). Affective factors involved in learning a foreign language. Procedia-social and Behavioral Sciences, 127, 373-378. https://doi.org/10.1016/j.sbspro.2014.03.2
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125-132. https://doi.org/10.2307/327317
Hulstijn, J. H. (2011). Language proficiency in native and nonnative speakers: An agenda for research and suggestions for second-language assessment. Language Assessment Quarterly, 8(3), 229-249. https://doi.org/10.1080/15434303.2011.565844
Johnson, R. B., & Onwuegbuzie, A. J. (2004). Mixed methods research: A research paradigm whose time has come. Educational Researcher, 33(7), 14-26. https://doi.org/10.3102/0013189x033007014
Johnson, R. B., Onwuegbuzie, A. J., & Turner, L. A. (2007). Toward a definition of mixed methods research. Journal of Mixed Methods Research, 1(2), 112-133. https://doi.org/10.1177/1558689806298224
Jugo, R. R. (2020). Language anxiety in focus: The case of Filipino undergraduate teacher education learners. Education Research International, 2020, 1-8. https://doi.org/10.1155/2020/7049837
Kawashima, H. (2019). Effects of pre-task planning on speaking anxiety of Japanese EFL learners. ARELE: Annual Review of English Language Education in Japan, 30, 145-160. https://doi.org/10.20581/arele.30.0_145
Kayaoğlu, M. N., & Sağlamel, H. (2013). Students’ perceptions of language anxiety in speaking classes. Journal of History Culture and Art Research, 2(2), 142-160. https://doi.org/10.7596/taksad.v2i2.245
Khusnia, A. N. (2017). Students’ perspectives on speaking anxiety in the English foreign language classroom. Journal of Education and Learning, 11(1), 83-90. https://doi.org/10.11591/edulearn.v11i1.4301
Kondo, D. S., & Ling, Y. Y. (2004). Strategies for coping with language anxiety: The case of students of English in Japan. ELT Journal, 58(3), 258-265. https://doi.org/10.1093/elt/58.3.258
Krashen, S. (1982). Principles and practice in second language acquisition. Oxford: Pergamon Press.
Krashen, S. D. (1987). Applications of psycholinguistic research to the classroom. In M. Long, & J. Richards (Eds.), Methodology in TESOL: A book of readings (pp. 33-44). Newbury House.
Leary, M. R. (1982). Social anxiety. In L. Wheeler (Ed.), Review of personality and social psychology (Vol. 3). Beverly Hills: Sage.
Li, L., Chen, J., & Sun, L. (2015). The effects of different lengths of pretask planning time on L2 learners’ oral test performance. TESOL Quarterly, 49(1), 38-66. https://doi.org/10.1002/tesq.159
Liu, H. J. (2012). Understanding EFL undergraduate anxiety in relation to motivation, autonomy, and language proficiency. Electronic Journal of Foreign Language Teaching, 9(1), 123-139.
Liu, H. J., & Chen, C. W. (2015). A comparative study of foreign language anxiety and motivation of academic- and vocational-track high school students. English Language Teaching, 8(3), 193-204. https://doi.org/10.5539/elt.v8n3p193
Liu, H. J., & Cheng, S. H. (2014). Assessing language anxiety in EFL students with varying degrees of motivation. Electronic Journal of Foreign Language Teaching, 11(2), 285-299.
Liu, M. (2006). Anxiety in Chinese EFL students at different proficiency levels. System, 34(3), 301-316. https://doi.org/10.1016/j.system.2006.04.004
Liu, M., & Huang, W. (2011). An exploration of foreign language anxiety and English learning motivation. Education Research International, 2011, 1-8. https://doi.org/10.1155/2011/493167
MacIntyre, P. D. (1995). How does anxiety affect second language learning? A reply to Sparks and Ganschow. The Modern Language Journal, 79(1), 90-99. https://doi.org/10.1111/j.1540-4781.1995.tb05418.x
MacIntyre, P. D. (1999). Language anxiety: A review of the research for language teachers. In D. J. Young (Ed.), Affect in foreign language and second language learning: A practical guide to creating a low-anxiety classroom atmosphere (pp. 24-45). Boston, MA: McGraw-Hill College.
MacIntyre, P. D., Noels, K. A., & Clément, R. (1997). Biases in self‐ratings of second language proficiency: The role of language anxiety. Language Learning, 47(2), 265-287. https://doi.org/10.1111/0023-8333.81997008
Marcos‐Llinás, M., & Garau, M. J. (2009). Effects of language anxiety on three proficiency‐level courses of Spanish as a foreign language. Foreign language annals, 42(1), 94-111. https://doi.org/10.1111/j.1944-9720.2009.01010.x
Marwan, A. (2007). Investigating students’ foreign language anxiety. Malaysian Journal of ELT Research, 3, 37-55.
Matondang, S. N. S. A. (2017). The correlation between students’ motivation and achievement in reading comprehension. International Journal of Social Sciences and Humanities Invention, 4(7), 3636-3639. https://doi.org/10.18535/ijsshi/v4i7.10
Minghe, G. U. O., & Yuan, W. A. N. G. (2013). Affective factors in oral English teaching and learning. Higher Education of Social Science, 5(3), 57-61. https://doi.org/10.3968/j.hess.1927024020130503.2956
Nasihah, M., & Cahyono, B. Y. (2017). Language learning strategies, motivation, and writing achievement of Indonesian EFL students. Arab World English Journal, 8(1), 250-263. https://doi.org/10.24093/awej/vol8no1.18
Oflaz, A. (2019). The effects of anxiety, shyness and language learning strategies on speaking skills and academic achievement. European Journal of Educational Research, 8(4), 999-1011. https://doi.org/10.12973/eu-jer.8.4.999
Oruç, E., & Demirci, C. (2020). Foreign language anxiety and English language achievement in higher education: The mediating role of student engagement. European Journal of Educational Studies, 7(3), 199-212. https://doi.org/10.5281/zenodo.3756910
Pavlov, I. P. (1927). Conditioned reflexes: An investigation of the physiological activity of the cerebral cortex. Translated by G. V. Anrep. Oxford University Press.
Pintrich, P., Smith, D., García, T., & McKeachie, W. (1991). A manual for the use of the motivated strategies for learning questionnaire (MSLQ). Ann Arbor, MI: University of Michigan.
Razak, N. A., Yassin, A. A., & Maasum, T. N. R. B. T. M. (2017). Effect of foreign language anxiety on gender and academic achievement among Yemeni University EFL students. English Language Teaching, 10(2), 73-85. https://doi.org/10.5539/elt.v10n2p73
Richards, J. C., & Schmidt, R. (2002). Dictionary of language teaching and applied linguistics. UK: Longman Pearson.
Rosmayanti, D., & Yanuarti, H. (2018). The relationship between students’ motivation and their learning achievement. Professional Journal of English Education, 1(6), 783-788.
Ryan, R. M., & Connell, J. P. (1989). Perceived locus of causality and internalization: examining reasons for acting in two domains. Journal of Personality and Social Psychology, 57(5), 749-761. https://doi.org/10.1037/0022-3514.57.5.749
Sadighi, F., & Dastpak, M. (2017). The sources of foreign language speaking anxiety of Iranian English language learners. International Journal of Education and Literacy Studies, 5(4), 111-115. https://doi.org/10.7575/aiac.ijels.v.5n.4p.111
Salehi, M., & Marefat, F. (2014). The effects of foreign language anxiety and test anxiety on foreign language test performance. Theory and Practice in Language Studies, 4(5), 931-940. https://doi.org/10.4304/tpls.4.5.931-940
Shamsuddin, W. N. F. W., Lee, N. W., Abdullah, A. N., & Heng, C. S. (2021). Public speaking anxiety or English language anxiety? International Journal of Advanced Research in Education and Society, 3(2), 58-65.
Shih, H.-J. (2019). L2 anxiety, self-regulatory strategies, self-efficacy, intended effort and academic achievement: A structural equation modeling approach. International Education Studies, 12(3), 24-35.
Sjaifullah, A. (2019). An analysis of EFL students’ anxiety factors in speaking. International Research Journal of Engineering, IT & Scientific Research, 5(3), 43-48. https://doi.org/10.21744/irjeis.v5n3.655
Stenlund, T., Lyrén, P. E., & Eklöf, H. (2018). The successful test taker: Exploring test-taking behavior profiles through cluster analysis. European Journal of Psychology of Education, 33, 403-417. https://doi.org/10.1007/s10212-017-0332-2
Syamsudin, S., & Nasir, M. (2021). EFL learners’ use of language learning strategies to handle language anxiety. Addaiyan Journal of Arts, Humanities and Social Sciences, 3(11), 64-70. https://doi.org/10.36099/ajahss.3.11.8
Takkaç Tulgar, A. (2018). Speaking Anxiety of Foreign Learners of Turkish in Target Context. International Online Journal of Education and Teaching, 5(2), 313-332.
Tanielian, A. R. (2017). Foreign language anxiety among first-year Saudi university students. The International Education Journal: Comparative Perspectives, 16(2), 116-130.
Ting, S. H., Marzuki, E., Chuah, K. M., Misieng, J., & Jerome, C. (2017). Employers’ views on the importance of English proficiency and communication skill for employability in Malaysia. Indonesian Journal of Applied Linguistics, 7(2), 315-327. https://doi.org/10.17509/ijal.v7i2.8132
Tóth, Z. (2010). Foreign language anxiety and the advanced language learner: A study of Hungarian students of English as a foreign language. Cambridge Scholars Publishing.
Tóth, Z. (2011). Foreign language anxiety and advanced EFL learners: An interview study. WoPaLP, 5, 39-57.
Tsai, C. C., & Chang, I. C. (2013). The study on motivation and anxiety of English learning of students at a Taiwanese technical university. International Journal of English Language Teaching, 1(1), 24-41.
Yang, J. C., Lin, M. Y. D., & Chen, S. Y. (2018). Effects of anxiety levels on learning performance and gaming performance in digital game‐based learning. Journal of Computer Assisted Learning, 34(3), 324-334. https://doi-org.nthulib-oc.nthu.edu.tw/10.1111/jcal.12245
Young, D. J. (1986). The relationship between anxiety and foreign language oral proficiency ratings. Foreign Language Annals, 19(5), 439-445. https://doi.org/10.1111/j.1944-9720.1986.tb01032.x
Young, D. J. (1991). Creating a low-anxiety classroom environment: What does language anxiety research suggest? The Modern Language Journal, 75(4), 426-439. https://doi.org/10.2307/329492
Zheng, Y., & Cheng, L. (2018). How does anxiety influence language performance? From the perspectives of foreign language classroom anxiety and cognitive test anxiety. Language Testing in Asia, 8(13), 1-19. https://doi.org/10.1186/s40468-018-0065-4
Zhiping, D., & Paramasivam, S. (2013). Anxiety of speaking English in class among international students in a Malaysian university. International Journal of Education and Research, 1(11), 1-16.