English is an integral part of the curricula in both Korea and Japan, especially in this age of globalization. Whether or not one can access the abundant information provide in English and has the ability to respond and act upon the information appropriately can determine how capable and efficient one may be. Such high percentages of school enrolment suggest that graduates should acquire high proficiency in English, as loan as the process involves well-motivated students receiving good education in English over several years in school with appropriate curricula, qualified teachers, effective teaching and learning materials with appropriate curricula ,qualified teachers, effective teaching and learning materials and equipment. Neither Korea nor Japan, however, has found her nation’s English programmes successful enough to provide her students with adequate communication skills. Curriculum revisions, suggestions for better teacher training programmes and development of more effective teaching methods and learning materials, and the dependence on non-Japanese or non-Korea teachers of English indicate that the two countries are still searching for a way to help their citizens acquire a better proficiency in the English language.