摘要：Since online educational technology can support a ubiquitous language learningenvironment, there are many ways to develop English learners’ autonomy through selfaccesslearning. This study investigates whether English as a second language (ESL)learners can improve their oral proficiency through independent study by using onlineself-study resources, online recording program and speech-text-program (STP), andfeedback in an autonomous learning environment. This experimental study is designed toprovide opportunities for recording stories on weekly topics outside the classroom for fiveESL learners who were in the advanced and high intermediated level at City College ofSan Francisco. In order to assess participants’ autonomy for oral proficiency improvement,this research employed both qualitative and quantitative approaches. Four assessmentswere used to check participants’ developing speaking improvement in storytelling aboutsilent movie clips onto VoiceThread and three questionnaires to assess their attitudestoward this autonomous learning. Results revealed that using self-study resources enableslearners to develop speaking skills and build considerable self-confidence. Participantsalso indicated that learning through storytelling can be learner-centered to increaseautonomy in oral proficiency. Furthermore, this research shows that the instructor’sfeedback and role are also important during the development of learners’ learningautonomy based on their engagement.
关键词：Computer-Assisted Language Learning; Learner Autonomy; Language;Teaching Methodology; Multimedia
