英語學習自我效能，閱讀焦慮，與閱讀能力：以非英語系主修的EFL學生為例

Overall-English-Learning Self-Efficacy, Reading Anxiety, and Reading Proficiency: Take Non-English Major EFL Students as an Example

這項研究主要調查台灣非英語系主修的大學生英語閱讀焦慮，英語自我效能以及閱讀能力等三者之間的關係。本研究對象為209名非英語系的大三學生。此次研究採用兩份問卷，外語閱讀焦慮問卷和英語學習自我效能問卷，以及多益閱讀測驗來了解這三項變數之間的關係。研究者在兩份問卷各加入開放式問題，以了解學習者對自身英語學習自我效能和英語閱讀焦慮的認知。結果顯示，學生英語學習自我效能與閱讀能力之間的關係呈正相關，但與英語閱讀焦慮之間則是負相關。另外，學生英語閱讀自我效能和英語學習自我效能呈現高度相關。然而，英語閱讀焦慮與不同程度的閱讀能力並無任何關聯。就閱讀焦慮的因素而言，大多數學生在閱讀陌生的詞彙和句子結構時都會經歷閱讀焦慮。學生英語學習自我效能越高者，在閱讀理解上的表現則愈佳。而閱讀能力在中間的學生，其英語學習自我效能和閱讀焦慮則呈現顯著差異的負相關。總而言之，這項研究增加對於非英語系主修學生在英語學習自我效能以及閱讀焦慮認知上的了解，以及這些因素在英語閱讀能力上產生的影響，同時提供語言教師非英語系主修學生的閱讀焦慮來源。教學建議則提供教師未來於課堂參考，以有效提升學生的英語學習自我效能及降低閱讀焦慮。

 

EFL learners’ reading performances can be greatly influenced by affective factors, such as anxiety and self-efficacy. This study investigates the effects of non-English major EFL learners’ reading anxiety and overall-English-learning self-efficacy on their reading proficiency. 209 non-English majors participated in the study. Two questionnaires, the Foreign Language Reading Anxiety Scale and the Questionnaire of English Self-Efficacy, and a TOEIC reading subtest were utilized to examine the relationship between the three variables. Open-ended questions at the end of two questionnaires were added to obtain learners’ perceptions of overall-English-learning self-efficacy and reading anxiety. Results showed that the relationship between overall-English-learning self-efficacy, reading self-efficacy, and reading proficiency was positive respectively whereas that between overall-English-learning self-efficacy and anxiety was negative, particularly for the students in the middle group. Reading anxiety, however, was not correlated with reading proficiency at different levels. Students had the highest level of reading self-efficacy when comparing to the self-efficacy of other language skills. They mostly experienced reading anxiety when reading unfamiliar vocabulary and sentence structures. To conclude, this study can be of importance in understanding the relationship between the three factors and provide language teachers with non-English major students’ sources of reading anxiety. Pedagogical implications are provided for language teachers’ future references.