教育部《十二年國民基本教育課程綱要總綱》強調學生是自發主動的學習者，學校教育應誘發學生的學習動機與熱情，並培育學生成為具有社會適應力與應變力的終身學習者。因此，本研究旨在探討專業西班牙文翻譯課程實施自主學習之成效，並實施問卷調查，了解學生對於翻譯教學結合自主學習之看法，包括課程設計、合作方式、成績評量及學習成效等面向。研究結果指出，藉由翻轉課堂上教師與學生之角色、鬆綁教學控制與結合控制動機等方式可誘發學生的學習動機並提升翻譯能力。

The Curriculum Guidelines of the 12-Year Basic Education of the Ministry of Education emphasize that students should be spontaneous and motivated learners. Thus, the role of schools is to stimulate students’ learning motivation and enthusiasm in order to prepare them for future societal adaptation and obtain the ability to be a life-time learner. Thus, this study aims to analyze the effects of integrating autonomous learning into the specialized Spanish translation class. The survey findings cover the following aspects: 1) course design: curriculum planning and didactic methodology and process; 2) translation assignments: individual and team work, semester-end learning projects; 3) translation assessment; 4) learning effectiveness. According to the students’ feedback from the questionnaires, the research demonstrates that students’ learning motivations and translation competences can be fostered in autonomous learning by the following methods: changing the roles of teachers and learners in the classroom, allowing students to decide their own learning strategies, and combining controlled motivational factors to encourage students.