臺灣博碩士論文加值系統

Abstract
Objective. The study explored the role of Positive Mental Imagery (PMI) in public speaking performance including speaking scores, public speaking confidence (PSC), public speaking anxiety (PSA), and speech disfluencies among English as foreign language (EFL) Taiwanese college students.
Method. Twenty-two students (18 females, 4 males aged 18-24) voluntarily participated in this experimental study. Participants were randomly assigned to either the PMI or control group. Both groups attended a public speaking contest. The PMI group received the PMI training as the treatment which included PMI education, and practice before the speech contest. PSA was measured by State-Trait Anxiety Inventory. PSC was assessed by A short-form of the Personal Report of Confidence as a Speaker. Speech disfluencies were counted. Speaking scores were rated by five judges.
Results. The PMI scores of PMI group increased significantly after PMI training. There were no significant differences between the control and PMI groups in public speaking performance including speaking scores, PSA, PSC and public speaking disfluencies (p = .71, .84, .80, and .62 respectively). For participants as a whole, traveling in an English-speaking country and PSC successfully predicted speaking scores (p = .002 and .020 respectively) while speaking scores was the successful predictor towards PSC (p = .006).
Conclusion. In addition to native speakers, PMI training effectively improved PMI scores of EFL college students in Taiwan. Public speaking performance were predicted by college students’ prior experience, such as traveling in an English-speaking country and public speaking confidence.
Keywords: public speaking anxiety, mental imagery, visualization, positive thinking, EFL speakers

Abstract
Objective. The study explored the role of Positive Mental Imagery (PMI) in public speaking performance including speaking scores, public speaking confidence (PSC), public speaking anxiety (PSA), and speech disfluencies among English as foreign language (EFL) Taiwanese college students.
Method. Twenty-two students (18 females, 4 males aged 18-24) voluntarily participated in this experimental study. Participants were randomly assigned to either the PMI or control group. Both groups attended a public speaking contest. The PMI group received the PMI training as the treatment which included PMI education, and practice before the speech contest. PSA was measured by State-Trait Anxiety Inventory. PSC was assessed by A short-form of the Personal Report of Confidence as a Speaker. Speech disfluencies were counted. Speaking scores were rated by five judges.
Results. The PMI scores of PMI group increased significantly after PMI training. There were no significant differences between the control and PMI groups in public speaking performance including speaking scores, PSA, PSC and public speaking disfluencies (p = .71, .84, .80, and .62 respectively). For participants as a whole, traveling in an English-speaking country and PSC successfully predicted speaking scores (p = .002 and .020 respectively) while speaking scores was the successful predictor towards PSC (p = .006).
Conclusion. In addition to native speakers, PMI training effectively improved PMI scores of EFL college students in Taiwan. Public speaking performance were predicted by college students’ prior experience, such as traveling in an English-speaking country and public speaking confidence.
Keywords: public speaking anxiety, mental imagery, visualization, positive thinking, EFL speakers

Table of Contents Page
Abstract 1
Introduction 2
Mental Imagery and Visualization Techniques 2
PSA and Cultures 3
The study: Positive Mental Imagery Technique 4
Method 6
Participants and Research Design 6
Variables 6
Procedure 9
Statistical Analysis 10
Results 10
Q1: Would PMI training increase the PMI scores? 12
Q2: Would PMI training improve public speaking performance in public speaking scores PSC, PSA, and speech disfluencies? 12
Q3): What would be the predictors toward public speaking performance? 13
Discussion 15
Conclusion 16
Limitations 16
References 18
Appendices 24
A. IRB Approval 24
B. English test permission 25

List of Figure and Tables Page
Figure 1
Research structure 5
Table 1
Characteristics of participants: mean and standard deviation 11
Table 2
Independent t-test results between the PMI and the Control Group 13
Table 3
Correlations: between speaking scores, PSC, PSA, speech disfluencies of all participants 13
Table 4
Stepwise regression results: Predictive Factors of Speaking Scores 14

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