本研究目的為：一、瞭解臺灣高中一年級學生自我肯定的概況；二、瞭解臺灣高中一年級學生英語口語焦慮概況；三、瞭解臺灣高中一年級學生口語溝通策略使用概況；四、探討臺灣高中一年級學生自我肯定與英語口語焦慮的關係；五、瞭解臺灣高中一年級學生的自我肯定程度與口語溝通策略的關係；六、瞭解臺灣高中一年級學生的英語口語焦慮程度與口語溝通策略的關係；七、探討臺灣高中一年級學生自我肯定、英語口語焦慮與口語溝通策略組型的關係。
為完成上述研究目的，本研究觀察學生英語口說學習的狀況，與現職高中英語教師討論學生課堂中英語口語的現象，並蒐集相關文獻、訂定研究架構，與指導教授討論完成預試量表研究工具之選擇與轉譯。本研究為了確保量表的試題品質，量表預試階段針對臺南市某一所實驗高中的高一及高二學生共193人進行施測，經刪除不良試題後形成四部份的正式量表。
本研究正式施測受試者共計899份有效樣本。首先，使用試題反應理論，針對蒐集資料進行試題模式適配比較、量表信度與效度分析。其次，針對正式施測樣本進行敘述性統計分析，並分析不同背景變項（性別、在校英語起始階段、補習經驗、出國學習經驗、父母教育程度）之高一學生在自我肯定、英語口語焦慮及口語溝通策略的差異情形。為探討自我肯定（自尊、自我完整性）、英語口語焦慮與口語溝通策略之關係，本研究以潛在回歸分析檢驗受試者在自我肯定（自尊、自我完整性）、英語口語焦慮以及口語溝通策略等變項之間的相關性，最後進行Mixture Item Response Theory分析，探討自我肯定與英語口語焦慮對口語溝通策略組型的影響。
本研究發現如下：
一、 性別、在校英語起始階段、補習經驗、出國學習經驗、父母教育程度在自我肯定、英語口語焦慮、口語溝通策略有差異，但均為低效果量。
二、 自我肯定、英語口語焦慮與口語溝通策略之間呈現相關，可用以預測整體口語溝通策略使用頻率。自我肯定可以負向預測英語口語焦慮，正向預測口語溝通策略；英語口語焦慮則是負向預測口語溝通策略。
三、 受試者群體的自我肯定與英語口語焦慮會影響其口語溝通策略組型，可以分為四類潛在次群體，分別為：（一）運用逃避策略（二）運用替代策略（三）運用語言策略（四）運用綜合策略。第一組為自我肯定愈低，且英語口語焦慮程度愈高的一群，其策略運用技巧較模糊且易傾向屏除訊息；第二組自我肯定較低，且英語口語焦慮程度中等，是善於採用替代策略簡化訊息的一群；第三組自我肯定較高，且英語口語焦慮程度略低，可能較不熟悉運用方式並傾向採取英語相關技巧策略；第四組自我肯定高，且英語口語焦慮程度愈低，其溝通策略應用綜合策略。

The present study aims to explore the relationships between self-affirmation, English speaking anxiety and speaking strategies of high school students in Taiwan. To assess the reliability and validity of the instrument, the partial credit model from item response theory was implemented to test the person separation reliability of the Self-Esteem Scale, Self-Integrity Scale, English Speaking Anxiety Scale, and Communication Strategy Scale. In addition, latent regression analysis was employed to elucidate the correlations between self-affirmation, English speaking anxiety and communication strategy. Finally, this study adopted latent class analysis to cluster and identify the potential subgroups with report to communication strategy use.
Main findings of the present study are listed as follows:
1. Descriptive statistics have shown that background variables in self-affirmation, oral English anxiety, and oral communication strategies are all statistically different, but all have low effects.
2. There were significant effect of self-affirmation and English speaking anxiety on the prediction of the overall frequency of oral communication strategies.
3. Considering self-affirmation and oral English anxiety, oral communication strategy groups can be divided into four subgroups.

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