The objective of speaking education in Korean is to help the learners develop abilities to communicate with native Korean speakers freely. In real life, however, it is not easy for Korean learners even in the intermediate level to take a leading role in conversations with native Korean speakers. Thus Korean learners need to study how to construct creative stories outside their limited conversation study patterns to take an initiative in speech and lead the conversation. In that aspect, more emphasis should be put on speaking education in Korean education by using storytelling. Research on storytelling has recently attracted attention in the field of Korean education, which means the number of researches is limited compared to other language research areas including English education and education for young children. In addition, it is difficult for learners themselves to search researches that provide the analysis results of storytelling assignments. Thus there should be enough researches on the characteristics of storytelling created by Korean learners in depth to design educational plans with storytelling. Taking that perspective, this study set out to analyze storytelling data created by Korean learners and investigate the characteristics of story structure in their storytelling, problems with their story construction, and any differences in their story construction abilities in a storytelling assignment according to the learning stages. The results will help to design educational plans for storytelling and to devise a set of specific evaluation criteria for story creation tasks in semi-direct speaking evaluation. (Donga University)