本研究的主要目的在探討︰（1）藉由使用線上即時討論對於提升大學生英語口語能力之效果（2）藉由使用線上即時討論對於學生英語口語技能的學習態度之影響。本研究的研究方法採一前後測之準實驗研究設計。研究對象為59名修習台灣一所綜合大學之大一英文課程的學生。研究共持續了16週的時間。本研究的獨立變項為教學策略，此教學策略分為兩個層次︰一為有結構性的線上即時討論，另一為不具結構性的線上即時討論。本研究的依變項有兩個，一為大學生英語口語能力；一為大學生對於英語口語技能的學習態度。在本研究中使用ANOVA、ANCOVA以及Paired Sample t- Test幾種統計方法探究研究後所獲得的數據結果。結果整理如下︰
一、 在學生英語口語能力方面，研究的結果顯示雖然在平均數上實驗組的前後測分數差異有些微的高於控制組前後測分數的差異，然而並未能達到統計上顯著的差異。
二、 在學生對於英語口語技能學習的態度方面，研究結果顯示實驗組學生的態度有顯著的高於控制組的學生。

The purposes of this study is to empirically examine: (a) the effectiveness of the practice of students’ English oral proficiency via structured synchronous computer-mediated communication (SCMC) discussions, and (b) students’ attitudes toward English speaking learning after practicing their English proficiency via structured SCMC online discussions. The research method was a pretest and posttest quasi-experimental design. The participants of this study were 59 students of Freshman English Course (大一英文課程) enrolled in one university in Taiwan. The experiment lasts 16 weeks. The independent variable is the instructional strategy which was divided into two levels: structured SCMC online discussions and unstructured SCMC online discussions. The two dependents variables are students’ English oral proficiency and their attitudes toward English speaking learning. A variety of measurement methods were used. ANOVA, ANCOVA, and Paired Sample t-Test statistic methods were used to evaluate the experimental results. The following summarizes the results:
1. Although the mean gain scores of pretest and posttest of the experimental group were higher than those of comparison group, they were not statistically significant. The facilitation of structured Skype online discussion did not significantly enhance students’ English oral proficiency.
2. The results of the Attitude Survey showed that the students of the experimental group have more favorable attitude toward English speaking learning after practice of English speaking via Skype with structured online discussions than the students of comparison group.

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