From the results of questionnaires, it was found that students in a Japanese English-as-a-Second-Language course tended to be highly motivated to learn. At the same time, however, they did not seem ready for autonomous learning. It is speculated that because of their past learning experiences, where the students were excessively "spoon-fed" by their teachers, they failed to develop an autonomous attitude toward their learning. Their past learning tended to be teacher-oriented, grammar-based, and oriented toward competing with one another on examinations. It is concluded that high motivation does not automatically mean that learners are prepared to work and learn autonomously. For this reason, it is necessary to consciously train students to be more autonomous learners by raising their awareness of their own learning. This training includes awareness-raising for autonomous learning through textbook reading, lectures on meta-learning, journal writing, and individual consultations. It is concluded that the training did make the learners in this study more autonomous. It is also asserted that teachers are not only facilitators of learning, but also participants in learning. Learner training is not just to train students because in doing so teachers also learn from their students by interacting with their processes of learning. (KFT)