The purpose of this study is to verify the difference of elementary school students' self-directed English learning ability as determined by cognitive style, level of internet competence. It is also to investigate the methods effectively in elementary school English through storytelling in English based blended learning. The participants of this study included one fourth grade class at an elementary school in Busan as an experimental group and another fourth grade class with the same self-directed English learning ability as a comparative group. The treatment took twelve classes during the period of six weeks. The experimental group students were taught in a classroom through storytelling in English based blended learning while the comparison group ones were taught in a classroom by an English subject teacher who used general teaching methods. After twelve classes of teaching, students took a self-directed English academic ability to verify efficiency of blended learning based on storytelling in English by gender, cognitive style and level of internet competence. The results of data analysis are as follows. it was reveled an increase in self-directed English learning ability through storytelling in English based blended learning. But, storytelling in English based blended learning has no correlation with self-directed learning ability based on cognitive style, level of internet competence. Follow-up research on teaching models for the effective use of storytelling in English and blended learning are needed. Finally, this research was only carried out with fourth grade students for six weeks. Thus, more extensive and longer research is needed to get more generalized results.