Speaker
Description
Much research on autonomy support in Japan has focused on an
autonomy-supportive style. Relatively few empirical studies involve the scrutiny of the controlling style. This study will investigate the relationship between teachers’ beliefs and their motivating styles: autonomy-supportive behaviors and controlling behaviors in the Japanese university EFL context. A case study approach will utilize a Situations-in-school Questionnaire (SIS) and semi-structured interviews with teachers, a Learning Climate Questionnaire (LCQ) with students, and classroom observations. The study will provide further understanding of teachers’ motivational styles and inform professional growth efforts aimed at promoting learner autonomy in Japanese university EFL settings.
Summary
This study investigates the relationship between teachers’ beliefs and motivating styles: autonomy-supportive behaviors and controlling behaviors in the Japanese university EFL context. A case study approach will be employed, utilizing the Situations-in-school Questionnaire and semi-interviews with teachers, classroom observations, and the Learning Climate Questionnaire with students. The study provides further understanding of teachers’ motivational styles and inform professional growth efforts aimed at promoting learner autonomy in Japanese university EFL settings.
| Teaching Context | College and university education |
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