Developing autonomous learning for oral proficiency using digital storytelling

SoHee Kim, Korea University Since online educational technology can support a ubiquitous language learning environment, there are many ways to develop English learners’ autonomy through selfaccess learning. This study investigates whether English as a second language (ESL) learners can improve their oral proficiency through independent study by using online self-study resources, online recording program and speech-text-program (STP), and feedback in an autonomous learning environment. This experimental study is designed to provide opportunities for recording stories on weekly topics outside the classroom for five ESL learners who were in the advanced and high intermediated level at City College of San Francisco. In order to assess participants’ autonomy for oral proficiency improvement, this research employed both qualitative and quantitative approaches. Four assessments were used to check participants’ developing speaking improvement in storytelling about silent movie clips onto VoiceThread and three questionnaires to assess their attitudes toward this autonomous learning. Results revealed that using self-study resources enables learners to develop speaking skills and build considerable self-confidence. Participants also indicated that learning through storytelling can be learner-centered to increase autonomy in oral proficiency. Furthermore, this research shows that the instructor’s feedback and role are also important during the development of learners’ learning autonomy based on their engagement.