The guided-autonomy syllabus (GAS) is a 15-week course designed for the EFL university classroom to fos-ter learner autonomy skills. Previous classroom research with GAS, based on a self-determination theory framework, revealed its potential to facilitate learner autonomy and enhance learning motivation of students in the EFL context. A previous study of GAS warranted the examination of the need to satisfy the basic psy-chological need of relatedness. The aim of this study was to measure the influence of a restructured GAS on students’ learning motivation and perceived autonomy which has been shown to satisfy the need for related-ness. The restructured GAS included the new components of (a) class journals to increase student-teacher communication and (b) in-class peer advising sessions. Pre- and post-survey responses from students who experienced GAS showed that the students perceived the course as more autonomy-supportive. There were also significant increases in intrinsic forms of motivation and significant decreases in amotivation. One con-trol group showed a significant increase in one form of intrinsic motivation, while the other control group displayed no significant increases or decreases. The results from this study suggest that adding components that aim to satisfy the basic psychological need for relatedness to the GAS enhances its potential to increase student learning motivation. These results are discussed based on the principles of self-determination theory.