本研究旨在檢視臺灣學生於不同社群媒體功能中使用英語溝通意願的變化，
以及影響他們使用英語溝通意願的因素。首先，以語言冒險量表（Language Risk
Taking scale）與社群媒體溝通意願量表來測量受試者的語言冒險傾向高低和社群
媒體溝通意願程度，再來以媒體選擇問卷檢測他們對不同時效性（immediacy）
及溝通模式（communication mode）的社群媒體偏好。接著，以重複測量變異數
分析法分析在不同媒體功能之中學生的英語溝通意願差異，再以單向多變量變異
數分析探討語言冒險傾向對英語溝通意願之影響。最後，藉由和高溝通意願與低
溝通意願的學生的訪談，更進一步得知影響他們選擇不同性質媒體功能的因素。
本研究分析結果如下：第一，不同社群媒體功能顯示對受試者之英語溝通意
願產生顯著差異，而在配對比較中，受試者唯獨在使用Facebook 聊天室與
Facebook 私人訊息、Skype 視訊通話與Skype 語音訊息時之溝通意願無顯著差異，
並且時效性與溝通模式兩因素對溝通意願具有顯著影響。第二，冒險傾向對個人
在社群媒體中之英語溝通意願無顯著影響。第三，根據受試者訪談的內容，影響
媒體選擇之因素可被歸類為：（一）媒體承載訊息濃度，（二）線上溝通真實性，
（三）自視英語能力程度，（四）語言冒險傾向，及（五）其他。
最後，根據訪談的發現與結果，本研究提供英語教師具體之建議，期盼可針
對學生不同性格給予適當之溝通媒體管道以提升其透過英語與他人溝通之意
願。

This study sought to examine Taiwanese English learners’ willingness to
communicate (WTC) when they communicate via different functions provided by
social media and its relationship between one’s risk-taking propensity as an
intrapersonal variable. Language Risk Taking scale and WTC on Social Media
Questionnaire were employed to assess the participants’ degree of risk-taking
propensity and WTC on social media. Then, Media Choice Questionnaire was
adopted to examine the participants’ preference for social media of different
immediacy and communication modes. ANOVA repeated measures was utilized to
examine the differences in individuals’ WTC among different functions, and then
one-way MANOVA was used to assess the impact of risk-taking propensity on WTC
through social media. Finally, interviews were conducted with high- and low-WTC
participants to learn more about what influenced their media choice behavior.
The results can be summarized as follows. First, a significant effect of media
function was found on the participants’ L2 WTC, and all of the pairwise comparisons
were significant except that between Facebook Messenger and Facebook Messages,
and that between Skype video call and Skype video messages. Both immediacy and
communication mode showed significant effect on their WTC. Second, risk-taking
propensity did not exert significant influence on one’s L2 WTC through the four
functions provided by the two social media. Third, the interviewees’ comments on the
influential factors of social media choice behavior were categorized into five main
themes: media richness, authenticity of online communication, self-perceived
proficiency, risk-taking propensity in a language, and others.
At last, based on findings of the study, some pedagogical implications are offered
for the English instructors, hoping to foster Taiwanese learners’ individual WTC when
they communicate in English with others in authentic life.

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