本研究旨在探討：一、即時電腦輔助溝通的教學策略對大學生英語口說能力(包含發音、流暢性、理解力、單字、句子正確性/結構等五個向度)之影響；二、即時電腦輔助溝通的教學策略對大學生英語學習動機之影響；三、學生、英文助教與教師對於採用即時線上討論來進行口語訓練之觀點與感想。為達到上述之目標，本研究設計一套利用即時通訊軟體(以Skype軟體為例)來增加台灣大學生英語口說能力之教學策略，並藉由實行準實驗研究法，檢證其有效性。
在本研究中，自變項為教學策略，分三個層次—非結構性即時線上討論(實驗組I)、結構性即時線上討論(實驗組II)、結構性即時線上討論輔以英文助教促進討論(實驗組III)；依變項為英語口說能力與學習動機；此外，為了知道學生、英文助教與教師對採用即時線上討論來進行口語訓練的看法，實驗結束後更給予訪談。研究對象為一所綜合大學的大一英文三班學生（分別為實驗組I、II、III）。針對研究目的，蒐集到的資料以ANCOVA與MANCOVA進行分析。
主要研究結果發現如下：
一、 在英語口說能力方面：
(一) 發音：實驗組III表現顯著高於實驗組I和II；實驗組I和II之間則無顯著差異。
(二) 流暢性：實驗組II和III表現顯著高於實驗組I；實驗組II和III之間則無顯著差異。
(三) 理解力：實驗組II和III表現顯著高於實驗組I；實驗組II和III之間則無顯著差異。
(四) 單字：實驗組III表現顯著高於實驗組I和II；實驗組I和II之間則無顯著差異。
(五) 句子正確性/結構：實驗組III表現顯著高於實驗組I和II；實驗組I和II之間則無顯著差異。
(六) 總體表現：實驗組III表現顯著高於實驗組I和II；實驗組I和II之間則無顯著差異。
二、 在英語學習動機方面：學習需求、自我效能、成就動機與總體表現方面均是實驗組III表現顯著高於實驗組I和II，實驗組I和II之間則無顯著差異。
三、 訪談結果：學生、英文助教與老師認為即時線上討論的優點包括，方便易得、沒有面對面所帶來的壓力與緊張感、有更多機會練習英文、得到更即時的回饋與糾正和增進口說訓練課程的豐富性及趣味性。缺點則包括，軟硬體的問題、被網路所干擾、沒有視訊所帶來的空虛感和小組線上討論活動之缺席率問題。
本研究依據研究結果提出建議，以提供教學及未來研究之參考。

The goals of this study were (a) to examine the effectiveness of different levels of instructional strategy for training students’ oral English proficiency, in terms of Pronunciation, Fluency, Comprehension, Vocabulary, and Accuracy/Structure using SCMC, (b) to investigate students’ motivation for English learning after receiving training in oral English proficiency with different levels of instructional strategy via SCMC, and (c) to know students’, ETAs’ and instructor’s perspectives on SCMC oral training after the experiment. A quasi-experimental design was adopted, with two measurement occasions (pretest and posttest) and three experimental groups. The independent variable was the instructional strategy for training students’ oral English proficiency via Skype, which had three levels: unstructured SCMC online discussions (Treatment I), structured SCMC online discussions without online facilitation of English teaching assistants (ETAs) (Treatment II), and structured SCMC online discussions with online facilitation of ETAs (Treatment III). The dependent variables were the college students’ oral English proficiency and their motivation for English learning. In addition, in order to know students’, the ETAs’ and the instructor’s perspectives on SCMC oral training after the experiment, interviews were conducted. Participants were students enrolled in the freshman English course at National Cheng Kung University during the 2006 academic year, who were divided into three treatments: Treatments I, II, and III. The data were analyzed using ANCOVA and MANCOVA. The results of this study are summarized as follows:
1. Oral English proficiency:
(1) Pronunciation: Treatment III performed significantly better than Treatments I and II. There was no significantly different between Treatments I and II.
(2) Fluency: Treatments II and III performed significantly better than Treatment I.There was no significantly different between Treatments II and III.
(3) Comprehension: Treatments II and III performed significantly better than Treatment I. There was no significantly different between Treatments II and III.
(4) Vocabulary: Treatment III performed significantly better than Treatments I and II. There was no significantly different between Treatments I and II.
(5) Accuracy: Treatment III performed significantly better than Treatments I and II. There was no significantly different between Treatments I and II.
(6) Overall performance: Treatment III performed significantly better than Treatments I and II. There was no significantly different between Treatments I and II.
2. Motivation: On learning needs as well as self-efficacy, achievement motivation and overall performance, Treatment III students’ scores were significantly higher than Treatments I and II. However, there was no significantly different between Treatments I and II.
3. Interviews: Students, ETAs and instructor felt that the advantages of Skype online discussions include convenience and accessibility, no stress and nervousness of face-to-face meetings, more opportunities to practice English, more people participate at the same time, immediacy of feedback/reinforcement, improving their oral English proficiency, and increasing richness and interest of oral training course. In addition, the disadvantages that they felt are technological problems, internet distractions, lack of video and inability to enforce attendance.
Finally, suggestions for teaching and further research are provided based on the research findings of the study.

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