本研究旨在探討設計一套符合遠距課輔英語教學課程的自編教材，同時探究遠距課輔自編教材對台南市左鎮國中15位小學伴英語的口語焦慮、英語口語能力、學習動機、學習態度的影響。研究者編製四個單元並和15位大學伴共同發展兩個不同主題的單元以應用於遠距教學的課程中。課程共11週，每週一次上課，上課時間為90分鐘。本研究採用受試者前、後測、應用描述性統計與相依樣本t考驗了解教學前、後在進行遠距教學與實施自編教材對小學伴英語口語學習因素的影響。研究開始及結束後，均對小學伴進行自編英語口說成就測驗與實施「英語口語焦慮量表」、「英語動機量表」和「英語態度量表」。在全部課程結束後，本研究運用半結構式訪談進行資料蒐集以了解小學伴參與遠距課輔英語教學的學習反映以及小學伴對遠距課輔自編教材的看法。本研究結果發現，遠距課輔自編教材無法降低小學伴之英語口語焦慮、亦無法提升小學伴之英語學習動機，但遠距課輔自編教材有助於提升小學伴英語口語能力之學習成效以及小學伴之英語學習態度。最後，本研究依據上述結果，提出相關建議，俾供各中學學校、實行遠距課輔英語教學機構、英文教師與學生以及後續研究者參考。

The purpose of this study was to design suitable materials for synchronous distance teaching. The participants were fifteen students from Zuozhen junior high school in Tainan and fifteen college tutors from National Cheng Kung University. The junior high school students and college students paired-up in the Online Tutoring for After-School Learning Project. The students and college tutors met for ninety minutes every week, over 11 weeks in the fall semester of 2017. The researcher developed four lessons based on issues related to the region and the school. Two additional lessons were developed by the 15 college tutors based on the structure established by the researcher. The effects of these materials on English speaking anxiety, learning motivation and learning attitude were measured by pre- and post-course perception questionnaires. In addition, the students’ speaking performance was measured by a self-developed speaking test before and after the program. This study adopted paired sample t-tests to analyze the data. Semi-structured interviews and document analyses were also used as the qualitative data in order to further understand the participants’ perceptions about using the materials in the distance learning program, as well as their perspectives about attending the project. The results of this study show that the students’ speaking performance and learning attitudes had positive improvement, while the students’ speaking anxiety and learning motivation were not significantly different before and after they took part in the project. Based on the findings, this study provides pedagogical suggestions to middle schools for developing suitable course materials for conducting synchronous distance teaching.

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