영어 학습자의 자율성 향상 방안으로서의 구어발표

This paper aims to examine how oral presentation can develop learner autonomy for Korean learners of English at college. A total of 45 university freshmen in 2017 responded to a questionnaire in the form of self-evaluation, after preparing and holding two oral presentations in English. A definition of learner autonomy was divided into five components of autonomy, and specific items or tasks for each component in oral presentation were explored. The findings showed that oral presentation required the learners to practice most of the components and a good number of specific tasks of learner autonomy. While practicing them the learners steadily monitored, critically reflected and evaluated their own learning objectives, contents, methods, processes and results. At the end, the learners indicated increased confidence in and motivation for English speaking and learning. It implies that oral presentation, via the practice of considerable amount of autonomy, is an effective way of improving learner autonomy in the fashion of making learners become more reflective, confident and motivated. (164 words)