Japanese university EFL learners’ perceived competence in a guided-autonomy syllabus

Abstract Autonomy-supportive environments are vital in fostering learning motivation, a core feature of the Guided-Autonomy Syllabus (GAS) implemented in Japanese university EFL classrooms. Based on the self-determination theory framework, learning motivation is maintained by satisfying the basic psychological needs of autonomy, competence, and relatedness. Previous research has shown the GAS to satisfy students’ needs for autonomy and relatedness. However, the need for competence remains underexamined. This study explored, within a Japanese university EFL context, (a) the extent to which lectures on how languages are learned, delivered prior to autonomous study in a Guided-Autonomy Syllabus (GAS), were associated with changes in students’ perceived competence in language learning, (b) whether the use of student response systems (clickers) facilitated retention of lecture content, and (c) whether such retention was associated with maintaining perceived competence over the semester. Two groups of first-year Japanese university EFL students participated in the same GAS course that began with these lectures. One group used clickers during the lectures, whereas the other group responded by raising their hands. Survey and test results, collected at three points during the 15-week course, showed that while the lectures were associated with small initial gains in perceived competence, the overall language learning experience in the GAS appeared to play a larger role in changes to perceived competence and intrinsic motivation over time, and clicker use did not significantly enhance retention of lecture content.