本研究探討外語學習者之考試焦慮、學習表現、自我效能、任務價值之間的相關性。共計一百四十七位大學一年級學生參與本測驗。學生按照考試焦慮量表量出的結果被分為五等級，第五級為焦慮指數最高的群組。結果顯示學生的考試焦慮與其學習表現和自我效能成負相關；但與其任務價值的認知成正相關。在英語學習表現方面，考試焦慮指數較低的群組表現得比考試焦慮指數較高的群組好；考試焦慮愈低的學生學習成就愈高。在自我效能與任務價值方面，考試焦慮指數較高的群組對自己的學習表現較無自信，但認為所學習的課程教材是非常重要、有趣且有應用價值的；相反地，考試焦慮指數較低的學生對自己的學習表現較有自信，對所學習的課程教材認同度卻較低。此外，本研究結果發現，學習表現最優的群組並非考試焦慮指數最低的群組。因此，適度的考試焦慮其實是有助於提高學習成效的。

This study aimed to investigate the relationship between EFL students' test anxiety and their academic performance, self-efficacy, and perception of task value. Based on the scores on a test anxiety scale, the students were classified into five different anxiety levels. Level 5 represents the most anxious students. The results reveal that the students' test anxiety level was negatively related to their academic performance and self-efficacy, but positively related to their perception of task value. Low-anxiety students performed better than high-anxiety students in English learning. The students who were more anxious about tests were less confident in their learning and performance; the higher the students' anxiety level was, the less self-efficacy they perceived. On the other hand, the students' anxiety level positively correlated with their perceptions of task value; the students with higher test anxiety valued and appreciated the task they were learning more than the students with lower test anxiety. It is interesting to find that the students' having the least test anxiety did not guarantee high achievement. The findings concluded that a moderate level of test anxiety could be a positive factor to motivate EFL learners and to enhance their learning.