To conclude the three year research project, the investigators visited 12 schools to interview their administrators, in order to clarify some of the relevant points that had emerged from the previous fact-finding surveys of "foreign language training institutions" and "Ahe needs felt for foreign language learning".
A considerable amont of time and effort was spent to pick out most important questions to be asked in the interviews. The hearings through interviews were carried out from June through September, 1995. The details are as follows : (1) The question topics : the history and background of the school, eductional principles, uniqueness, characteristicsof students, changes of students' study purposes, policies of teacher selection, teacher training, evaluation of teaching, curriculum planning, characteristics of curriculum, students' placement, counseling, achievement evaluation, cooperation with the local self-governing body and business organizations, present problems and future
prospects of the school administrator. (2) Interviews : administrator (s) of the school and the person in charge of instructional matters. (3) Methods : interviewing by investigators assisted by a graduate student majoring in Foreign Language Pedagogy. (4) Subjects of investigation : 12 schools operated by stock-companies, private persons, and educational foundations. (5) Regions : Hokkaido 1, Sendai 1, Tokyo 3, Nagoya 1, Osaka 1, Chugoku 1, Shikoku 1, Kyusyu 1, etc.
The curricular, instructional methods, evaluation of learners, achievment, and development of teaching materials, which are expected to meet the needs of learners, are all left to the individual decision. It is questionable whether the uniform regulation of these schools will encourage development of English conversation schools in general. However, the development of achievment tests by the National Associationfor Promotion of Foreign Language Teaching will replace the STEP tests and TOEIC and lead to the development of private foreign language training institutions. Less