An investigation into the relationship between learner autonomy support and student motivation in the Japanese university setting

This thesis explores how students can be helped by learner autonomy-focused instruction to develop motivation in learning English in a Japanese university EFL setting. It also aims to ascertain the factors in learner autonomy support that account for its relationship with a higher degree of students’ motivation. Both quantitative and qualitative data from 21 students in the group with learner autonomy support (including metacognitive awareness-raising, instruction of learning strategies, and the use of extrinsic rewards) and 19 students who received the conventional instruction without learner autonomy support were analyzed. The focus of the analysis is to determine the trajectory of motivational development in terms of type and the students’ perception of their level of motivation using the self-determination theory (SDT) framework over 13 weeks of instruction in a university English course. Results suggest that students receiving learner autonomy support performed better and were more motivated than students who did not receive the support. They also indicate that increased and more self-determined motivational development occurred only in the students who received autonomy support