1 영상영어교육, 15 권 1 호 2014 년 The Effects of Using Storytelling with a Charlie Chaplin Silent Movie Clip on Oral Proficiency Development SoHee Kim (Korea University) Kim, SoHee. (2014). The effects of using storytelling with a Charlie Chaplin silent movie clip on oral proficiency development. STEM Journal, 15(1), 1-20. This eleven-week study investigated the effects of storytelling using silent movie clips compared to a series of images to improve the oral proficiency of Korean university students who have a low-intermediate level of English proficiency. The subjects of this study were 36 non-English major Korean undergraduate students whose first language is Korean. Participants were divided into two groups: the experimental group used silent movie clips and the control group used a series of images to compare improvements in their oral performance based on two different visual effects. In order to explore whether storytelling with silent movie clips can produce a positive learning effect, this research employed both qualitative and quantitative approaches. The spoken data were analyzed both holistically and analytically, and results revealed that using the storytelling task can develop both groups’ oral proficiency. In particular, the experimental group showed significant improvement in discourse, vocabulary, grammar, and sentence complexity. The participants’ attitudes toward using movie clips were slightly positive for discourse, vocabulary, and grammar. Moreover, this study discusses how digital storytelling about a silent movie clip can be used as a plausible speaking assessment task for Korean university students learning English. I. INTRODUCTION Many L2 Korean university students who have low English proficiency experience a high degree of anxiety when they are asked to speak in classroom contexts (Kim, 2013a) because they lack linguistic competence and are less motivated to communicate. Second language anxiety has a debilitating effect on oral performance in English for L2 learners (Woodrow, 2006), and this is a major factor that impedes the development of communicative competence. To help students overcome anxiety and to motivate them to get involved in their learning process, one solution can be to create a learner-centered communicative approach through providing authentic communicative opportunities. In