This paper presents the results of a teacher-led study on learners' language awareness, oral presentations using first language (L1) support during second language (L2) use, and learners' perceptions of L2 learner/user identity. The quantitative results of this preliminary study will serve as a source of understanding for researchers who plan to conduct qualitative research on learner-centered language awareness and speaking assessment later. Questionnaires were distributed to 144 Japanese university freshmen and sophomores who completed a one-semester course in general English and academic English. Cross-sectional analysis was applied to the questionnaire results to collect students' perceptions of L2, i.e., English use and identity. The main findings from the survey of learners' perceptions in this study were acceptance of speech errors during oral presentations and participants' sense of ownership of English. This study presents learner perceptions that may serve as a starting point for teachers to consider conducting language awareness research with students in order to consider modifications to conventional speaking assessment methods.
