互動式溝通是108課綱的核心能力之一，英語口語表達能力的重要性日漸增加。然而高度的口說焦慮常常是學生達成互動式溝通的阻礙。為了增進學生的英語口語表達能力和降低學生的口語焦慮，教師需要有系統的教學方法和策略。本研究主旨在探討如何將英語口語表達能力訓練融入高中英語課堂，來協助臺灣高中學生增加英語口說能力與降低英語口語焦慮。

本研究採用行動研究，研究對象為新北市某公立高中高一的30位學生，本研究設計完整18週的課程，著重於訓練學生的英語口語表達的流暢性、演講架構、簡報表達的訓練。本課程採用螺旋式的學習任務讓學生練習英語口語表達，課程提供各式朗讀練習，融入資訊落差(information gap)的口語活動、實物輔助和Pecha Kucha的圖片描述訓練來增進學生的英語口語表達能力。最後以兩種簡報模式的訓練—說服型和資訊型，讓學生能做出簡潔且富有知識性的簡報。研究者透過問卷、教師日誌、學生學習日誌、訪談等方式來收集資料，本研究採用統計計量法以及質性研究法來探討教師和學生在行動研究時遇到的困難以及如何調整教學來解決問題，也調查學生對於英語口語教學和口語焦慮的認知與態度。

研究結果顯示大多數學生的英語口說能力有進步趨勢，且教學課程後的口語焦慮顯著低於上課前。研究發現學生的英語口說能力進步和口語焦慮下降，是透過在英語口語教學過程中使用以下的原則：(1)提供重複且螺旋式的學習任務來幫助學生建立自信、(2)提供範例來幫助學生熟悉演講架構以及非語言表達的方式、(3)提供足夠的協助和差異化指導來幫助學生減少認知上的壓力、與(4)創造溫暖且支持性的學習環境。此外，研究結果顯示多數學生認為英語口語表達訓練應該要融入高中英語課程中，且對於英語口語學習有很高的期待。如果教師提供有系統且支持性的學習環境，學生雖然有口語焦慮但會願意說英語。最後，本研究針對高中英語口語教學及未來的研究，提出進一步的建議。

English speaking and presentation skills are becoming more important to students in Taiwan because one of the core goals of the 2019 National Curriculum Guidelines is to develop students’ communicative ability. However, students cannot often reach the goal due to their speaking anxiety. Teachers need to have systematic teaching methods and strategies to decrease students’ speaking anxiety and improve their English speaking/presentation skills. The present study aimed to investigate how to incorporate instruction of English speaking/presentation skills into a regular high school class to improve high school students’ English speaking/presentation skills and decrease their speaking anxiety.

The present study adopted action research. Thirty 10th graders at senior high school in northern Taiwan participated in an eighteen-week English speaking/presentation course. The course focused on training speaking fluency, the structure of a speech, and presentation skills. A spiral learning task format was adopted in designing the course and students could practice speaking/presentation using a variety of activities. These included different types of read-aloud activities, information-gap activities, oral presentations with objects, and picture description in the Pecha Kucha format. By the end of the English speaking/presentation course, students were able to make succinct and informative speeches for two types of presentations: persuasive and informative. Data were collected through questionnaires, teaching journals, students’ learning journals, and interviews. The study conducted quantitative and qualitative analyses to investigate what difficulties both the students and the teacher encountered and ways to adjust teaching procedures to solve difficulties during the research process. Moreover, it investigated students’ speaking anxiety and their perceptions and attitudes toward English speaking/presentation training.

The results revealed that students’ English speaking skills improved, and their speaking anxiety decreased, via use of the following principles during the teaching process: (1) providing repetitive and spiral learning tasks to build up students’ confidence toward speaking; (2) providing paradigms to help students familiarize themselves with the speech structure and non-verbal delivery; (3) offering sufficient and differentiated guidance to decrease cognitive demand; and (4) creating a warm and supportive environment. In addition, the results showed that most students acknowledged that English speaking/presentation training should be incorporated into high school English curriculum and had high expectations of learning English speaking/presentation. Furthermore, the results showed that there were significant differences in students’ speaking anxiety before and after the course. The results of this study suggest that if teachers offer a systematic and supportive environment, students will be more willing to speak English despite a high level of speaking anxiety. Lastly, pedagogical implications for high school English speaking/presentation training and future studies are provided.

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