Language Learners’ Perceived Competence in the Guided-Autonomy Syllabus

Autonomy-supportive environments are vital in fostering learning motivation, a core feature of the Guided-Autonomy Syllabus (GAS). 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 whether student perceptions of their competence, namely perceived competence, could be enhanced with a better understanding of how languages are learned prior to actual language learning. Additionally, because of the temporal nature of psychological needs, we also explored whether retention of this lecture content would be necessary to sustain the satisfaction of the need for competence throughout the course. Two groups of university EFL students participated in a GAS course that started with these lectures. In the lectures, one group used clickers as an intervention for retention of lecture content, whereas the other group did not. Survey and test results, collected at three points during the 15-week course, showed that while lectures positively influenced perceived competence at the beginning of a course, the overall language learning experience in the GAS after lectures most likely had a more significant impact on perceived competence.