In order to effectively navigate global interactions and engage in various activities, it is imperative for individuals to possess proficiency in at least one language as a global citizen. English, as the global language of communication, is widely regarded as the most extensively learned foreign or second language around the globe. Nations that aspire to educate and instruct its populace in the English language develop their English Language Teaching (ELT) curriculum and implement them in order to achieve their intended outcomes. Countries design and implement their English Language Teaching (ELT) curriculum based on their specific requirements and the resources at their disposal. These curricula are regularly updated and enhanced to meet evolving needs. The present study has centered its attention on two nations, namely the Philippines, recognized as a country with a high level of proficiency in English Language Teaching (ELT), and Japan, identified as a country with a low level of proficiency in ELT based on the results of the English Proficiency Index (EPI). The data were collected through the utilization of the document analysis methodology, with the documents being sourced from both online platforms and the ministries of education of the respective countries involved. The data has undergone thorough examination, and the results on the English Language Teaching (ELT) curriculum of the respective countries have been documented. In conclusion, the author has provided a brief comparison of the situation in Turkey with that of two other countries. In conclusion, it can be deduced that the aforementioned nations, in conjunction with Turkey, have implemented similar strategies, methodologies, and protocols. The ELT curricula in Japan, Turkey, and the Philippines exhibit commonalities with regards to their aims, content, teaching and learning contexts, and assessment practices. In order to attain elevated levels of competence, it is imperative for countries, particularly Japan and Turkey, to undertake a thorough evaluation and revision of their English Language Teaching (ELT) curriculum, as indicated by the EFI EPI 2022. The effective implementation and continuous updating of the updated curricula are of utmost importance.