This paper explains that, because students come with specific purposes for learning, one of the best ways to keep them motivated
is to help them feel progress towards their goals, which are identified by interviewing informally the student. The author points out the importance of engaging ESL learners in
communicative (game type) or integrative (short/small activities form larger activities) activities using materials, which are authentic, thereby, aiding the learners in unpredictable spoken language outside the class. The paper relates that students of English
conversation must understand the fundamental difference between learning about the language and learning to use it for verbal communication. Table of Contents Introduction Background Information of Interviewee Report and Commentary on the Information Collected in the Conversation What are Main Reasons for Learning English for ESL/EFL Learners in Japan? What Stereotypes Take Place for a Foreign Teacher While Teaching ESL in Japan? What are Key Features and Problems of ESL Learning in Japan and How can They Be Resolved by ESL Teachers to Achieve Best Results? What Type of Class is more Desirable for ESL Students? Does "Cultural Background" Play Any Role in Learning ESL in Japan? Conclusion