Abstract
English education in Japan is undergoing significant changes, partly due to rapid globalization. New curricula are rolling out in elementary, junior high, and high schools, focusing on agentic, interactive, and deep learning, and universities are adapting. This study, involving 316 first-year university students, explores the negative aspects of learning engagement. It examines how teacher-controlled instruction and psychological needs frustration lead to learners' disengagement and lower achievement in English learning. Using correlation and structural equation modeling (SEM), the study found that teacher-controlled instruction directly and indirectly affects disengagement, negatively affecting their achievement in English learning. The findings suggest the need to address teacher-controlled teaching due to its adverse effects on student motivation, engagement, and achievement.
