本研究旨在探討臺灣研究生進行英語學術口頭報告時之英語口說焦慮發展狀況、焦慮來源、與應對策略。本研究採用質化研究方法，研究對象為北臺灣某國立大學六位英語系碩士班教學組之研究生。在為期一個學期(18週)的資料蒐集階段，這些研究生皆需紀錄上課與口頭報告之心得感想，並於每週接受訪談；當他們進行口頭報告時，研究者將進入課室觀察與錄影。
主要的研究結果如下。首先，研究者發現研究生在從事學術口頭報告中感受到最焦慮的時刻可發生在：(1)口頭報告進行中、(2)口頭報告開始進行時、以及(3)口頭報告準備期間。而研究生在從事學術口頭報告中感受焦慮的強度會有所波動，則與其焦慮來源有密切相關。其次，研究者發現七種英語學術口頭報告焦慮來源，並察覺其根源自三種要素：在場的權威人士(授課教師)、在場的同儕(同學)、與報告者的自我期許。這七種焦慮來源分別為：(1) 害怕權威人士給予的負面評價、(2)擔心不確定因素、(3)追求零缺點、(4)面對不熟悉的觀眾、(5)感受被比較的壓力、(6)試圖達到某種標準、與(7)維持自尊心。再者，研究者發現面對英語學術口頭報告焦慮，研究生會採用四種應對策略。在口頭報告的準備階段，研究生會向教師或同學尋求協助、向朋友尋求安慰、或發展個人化準備方式及口頭報告技巧；而在口頭報告進行間，研究生會尋求觀眾的支持。
本研究結果能提供教學與學習上的建議。首先，比起研究生學術能力的展現，研究所課程中的學術口頭報告應以研究生引導課堂討論的方式進行較為合適。其次，研究者建議研究所課程的授課教師(亦即課室中的權威人士)提供清楚的口頭報告實行指示與評分標準，並在對於學生的表現給予建議時使用較溫和的表達方式。再者，為了降低學術口頭報告中的焦慮，高階的英語學習者應保持適度的自我期許並能接受報告中的瑕疵。最後，研究者建議研究生們在聆聽彼此的口頭報告時能藉由主動回應及參與以互相支持。

The present study aimed to investigate the development, sources, and coping strategies of second language (English) speaking anxiety in the face of academic oral presentations among Taiwanese EFL graduate students. A qualitative research approach was adopted, and six EFL graduate students recruited from the TESOL MA program at NTNU (National Taiwan Normal University) participated in this study. The process of data collection lasted for a semester (18 weeks). During the data collection period, the participants’ oral presentations were observed and videotaped; they were also interviewed weekly and required to keep self-reports.
Major research results are as follows. First, the participants reported to experience the highest level of anxiety at three different points of time: (1) during the presentation; (2) at the beginning of the presentation; and (3) before the presentation. It was also found that how the participants’ anxiety fluctuated within each presentation task was closely related to the anxiety sources they experienced. Second, seven sources of English academic oral presentation anxiety were revealed, including : (1) fear of negative evaluation from the authority; (2) worry of uncertainty; (3) seeking impeccability; (4) unfamiliar audience; (5) pressure of comparison; (6) standard matching; and (7) maintaining self-esteem. These sources have their root in three factors: the presence of the classroom authority (course instructors), the presence of the peers (classmates), and presenters’ self-expectations. Third, four anxiety coping strategies were discovered. At the preparation stage, EFL graduate students would (1) seek help from their professors or classmates, (2) seek comfort from friends, or (3) develop personalized working styles and presentation techniques; and during their presentations on stage, they would (4) seek support from the audience.
Based on the research findings, several pedagogical implications are offered. First, presentations in graduate courses are recommended to be conducted in a form of guided discussions rather than solo demonstration of academic competence. Second, course instructors, the authority in the classrooms, are suggested to offer clear instructions and grading criteria for oral presentations, and give advice for further improvements on students’ performances in a more genial manner. Third, advanced EFL learners are suggested to maintain feasible self-expectations and accept minor flaws in order to reduce anxiety during academic oral presentations. Finally, it is recommended that students support each other by actively participating in the presentations as responsive listeners.

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