How do Teacher Structure and Autonomy-support Affect Learners’ Perceived Psychological Needs, Engagement and English Proficiency?

This study investigated how teacher structure and autonomy-support in English instruction affect learners’ perceived needs, engagement and English proficiency for Japanese learners of English, as well as how relevant variables are related, in the framework of the self-system model of motivational development (SSMMD). A survey was conducted with university students (n = 84) in the 2021 fall semester in western Japan. The questionnaire in a 6-point-Likert-scale (k = 55) retrospectively inquired into variables in three components of SSMMD, i.e., teacher (k = 20), self-perceptions (k = 12), engagement (k = 22), in their senior high English classes, and English proficiency (k = 1) at their entrance into university. The data were examined with correlation, SEM and path analyses, mainly showing: (a) teacher autonomysupport predicts learners’ perceived needs, engagement and English proficiency in this order for Japanese learners of English; and (b) teacher structure affects them more than autonomy-support in a causal relationship of teacher structure, learners’ perceived competence, cognitive engagement and English proficiency in this order.