Abstract
The purpose of this study was to foster students’ self-directed learning capabilities by using online content applications in primary English teaching classes. For the study, Padlet, Kahoot!, and ThinkerBell applications were used for online content in the English classes for twelve weeks. To compare the pre- and post-test results, this study employed two evaluation tests, one developed by Kim, H. Y. & Kim, M. J. (2022) and the other by Lee (2009), both of which were designed to examine students’ self-directed learning capabilities in English education. The two different tests were administered to a total of 52 Korean elementary students from two classrooms, comprised of 26 students in the experimental group and 26 students in the control group. The results indicated that the implementation of online content applications for elementary English classes in the study was statistically and significantly effective.
 Students remarked that online content classes not only allowed them to participate more in speaking English, but also to be more involved in revising English composition.
 Some suggestions and considerations were also presented in the study.
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