本研究之宗旨在探討三種閱讀方式—在班上同學面前開口朗讀、獨自開口朗讀、以及默讀。研究重點在比較這三種閱讀方式對於台灣國中學生焦慮程度與閱讀理解的影響，並且探索學生們對這三種閱讀方式的看法。
共有93位學生參與這項研究。這些受試者的英語程度皆高於同年級學生的平均程度，並被分成英語程度相當的三組。這三組受試者以不同的方式閱讀同一篇英文文章：一組在班上同學面前開口朗讀，一組獨自開口朗讀，另一組則默讀。閱讀完之後做一份閱讀測驗。研究所得資料之統計與分析方法為皮爾遜積差相關法、單因子變異數分析、以及單因子共變數分析。同時，有27名受試者—每組各九位—接受訪談，以探索他們在實驗過程中的感覺，及他們對這三種閱讀方式的看法。研究結果顯示：學生們在默讀的過程中所感受到的焦慮程度較低，並且對文章的理解程度較高。但他們在獨自朗讀時所感受到的焦慮程度較高，且理解程度較差。然而，訪談的資料卻指出，學生們大多認為獨自朗讀比默讀更能幫助閱讀理解。顯然，實驗結果與學生們的想法有所出入。在實際教學上，本研究建議：當閱讀的目的是要理解文章時，教師應盡量鼓勵學生以默讀的方式閱讀；而如果老師想叫學生起來對全班朗讀，則必須考慮到班上的氣氛和學生的程度。

The present study aims to investigate three reading modes—reading aloud in class, reading orally to oneself, and reading silently. The focus is to compare the effects of the three reading modes on Taiwanese junior high school EFL students’ anxiety and reading comprehension. Students’ attitudes toward the three reading modes were also explored.
A total of 93 students participated in this study. The participants all achieved a level of proficiency in English higher than average and were divided into three groups of similar English proficiency. The three groups were asked to read the same English text in different modes: one group reading it aloud in class, another reading it orally to themselves, and the other reading it silently. After they read the article, they were asked to do a reading comprehension test. Data collected were analyzed by means of Pearson correlation analysis, one-way analysis of variance, and one-way analysis of covariance. Twenty-seven subjects—nine from each group—were also interviewed to explore their feelings during the treatment and their attitudes toward the three reading modes. The results show that students felt the least anxious and comprehended the best when reading silently. But they felt the most anxious and comprehended the least when reading orally to themselves. However, data from the interviews suggest that students believed oral reading to oneself as the most effective reading mode. Reading aloud in class was believed to be the most anxiety-producing and comprehension-inhibiting, although the experimental results did not correspond to their beliefs. Pedagogically, the results suggest that silent reading should be encouraged more often when the purpose of reading is comprehension; but reading aloud in class does not have to be avoided if the atmosphere in English class is supportive and if the students have achieved a proficiency level beyond average. Suggestions for future research are discussed at the end of the thesis.

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