英語自我效能、英語學習焦慮與英語學習成就之相關研究：以臺北市高中生為例

A Study on the Relationships Among English Self-efficacy, English Learning Anxiety, and English Learning Achievement of Senior High School Students in the Taipei City

本研究旨在了解高中生英語自我效能、英語學習焦慮與英語學習成就的現況，分析此三者相關情形，以及影響英語學習成就的主要預測因子。研究問卷資料以描述統計、Pearson積差相關及迴歸等方法進行統計處理。綜合文獻與調查研究發現，獲得以下結論：一、高中生英語自我效能普遍良好；英語學習焦慮程度不高，主要焦慮來源為溝通恐懼焦慮；英語學習成就尚可，但個別差異相當大。二、高中生英語自我效能、英語學習焦慮與英語學習成就各層面間皆達顯著相關。三、高中生英語自我效能與英語學習焦慮對其英語學習成就皆有顯著預測力，但英語自我效能的預測力較高。最後根據結論提出對高中生英語學習、教師教學、國家教育規劃與未來研究之建議。

Focusing on senior high school students， this study aims to examine: (1) the levels of English self-efficacy， English learning anxiety， and English achievement of senior high school students; (2) the correlation among English self-efficacy， English learning anxiety， and English achievement; and (3) the predictive power of English self-efficacy and English learning anxiety on English learning achievement. The data were analyzed by using descriptive statistics， Pearson product-moment correlation， and stepwise regression analysis. The following conclusions were drawn from the results of the study: 1.The English self-efficacy of the senior high school students surveyed was generally good. Their level of English learning anxiety was not high; and the main source of their English learning anxiety was communication apprehension. As a group， these senior high school students’ English achievement was satisfactory; but the variation in achievement was great. 2.The English self-efficacy， English learning anxiety (including the overall learning anxiety and the different facets of learning anxiety)， and English learning achievement of the senior high school students were found to be significantly correlated with each other. 3.The senior high school students’ English self-efficacy and English learning anxiety each had significant predictive power on their English learning achievement. Of the two， English self-efficacy was the best predictor for English learning achievement. At the end of the paper， some suggestions for English learning， teaching， and educational policies at senior high schools are put forward based on the findings of the research. Suggestions for future research are also offered.