This project took place over an academic year, using self-assessment surveys as a unique tool for guiding students to engage in the learning process, with the goal of improving their motivation and overall awareness in second language studies. The participants (n=94) were first year students from a private Japanese university from the departments of Aerospace and Systems Engineering (n=11), Architecture (n=11), Computer Information Sciences (n=49), Life Sciences (13) and Mechanical Engineering (n=10). The surveys were bookended with two similar Likert-scaled questionnaires. The first was used as a baseline of participants’ initial beliefs, motivation and overall awareness regarding their L2 education, while the second was used as a comparison, through a paired sample T-test, to mark any changes. The self-assessment survey sought to elicit students’ knowledge and confidence in areas of vocabulary, use of English and usage of the target language, with a survey report given to everyone prior to unit assessments. The following is a report on the effect selfassessment surveys had on students’ motivation and overall awareness when used as a learning tool promoting autonomous learning for teachers and advisors wishing to empower students to take a more prominent role in their L2 education.

中文翻译：

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自我评估调查–在低层依存教室中进行独立学习的工具

该项目历时一个学年，使用自我评估调查作为指导学生参与学习过程的独特工具，目的是提高他们在第二语言学习中的动机和整体意识。参与者（n = 94）是来自日本一所私立大学的第一年级学生，来自航空和系统工程系（n = 11），建筑学（n = 11），计算机信息科学（n = 49），生命科学（13） ）和机械工程（n = 10）。问卷调查用两个类似的李克特量表进行了问卷调查。第一个用作参与者对L2教育的最初信念，动机和整体意识的基线，而第二个用作通过配对样本T检验进行比较以标记任何变化的基准。自我评估调查旨在唤起学生对词汇，英语使用和目标语言使用等领域的知识和信心，并在单元评估前向所有人提供调查报告。以下是一份自我评估调查对学生的动机和整体意识的影响的报告，该自我评估调查被用作一种学习工具，以促进希望使学生在第二语言教育中发挥更大作用的教师和顾问的自主学习。