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Moving from secondary to tertiary education, students in Japan often need extra support to become accustomed to the more autonomous learning environment of university. In order to document the influence university teachers may have on this process, I investigated how teachers support or thwart students’ autonomy, and the effects of these practices on attendance and achievement. 250 students from 4 universities completed surveys on their instructors’ teaching styles. Students who perceived more support from their teachers showed higher attendance and achievement, while students who perceived more intrusive teaching had lower attendance and course grades. Implications for teaching at the university level are discussed.

Show Them How, but Don’t Intrude: Autonomy Support Promotes EFL Classroom Attendance and Achievement, Teacher Control Hinders It