中文論文摘要：本研究以修習C++程式設計的大一學生45位為研究對象，探討學習成就、學習焦慮與程式語言之間的關係。首先在期中考後使用學習焦慮量表施測，結果顯示學習成就低的學生學習焦慮較高，尤其以學習成就在全班四分之一以下的12位學生最為明顯；其次考慮這12位學生的程度，以Scratch(一種圖形化程式語言)對全班進行補救教學；補救教學後收集學生對C++與Scratch的有趣性(Playfulness)與愉悅性(Enjoyment)的問卷反應，結果顯示Scratch顯著較高，補救教學後這12位學生的學習焦慮明顯降低；分析學生補救教學前後之成績，也以這12位學生的成績進步最為明顯；最後對這12位學生進行非正式訪談並分析補救教學中的Scratch作品。整體而言，研究發現使用Scratch能在悅趣的氣氛下進行有效的補救教學，並提高學生成績，值得程式設計教師參考採用。

英文論文摘要：This study explores the relationships among learning achievements, learning anxiety, and computer programming language for novices by using visual programming language, such as Scratch, for remedial instructions. The subjects (n=45) were freshmen who took the C++ programming design course. “Anxiety of Learning Computer Programming” and “Playfulness and Enjoyment of Learning Computer Programming” questionnaires were used as the survey tools. The collected data was analyzed by descriptive statistics and the semi-structured interview. The experimental results showed that the remedial instruction of using Scratch could reduce the student's anxiety about computer programming, and keep the student's learning motivation of computer programming. The remedial instructions could improve learning achievements of the students, especially those of the students with lower performance (n=12). Consequently, using Scratch for remedial instruction is recommended for instructors of computer programming.