The purpose of this study was to identify the current states of English education in Korea and Japan by comparative analysis on the research papers dealing with English education for students with deaf and hard-of-hearing. To this end, 10 Korean papers and 20 Japanese papers that meet the inclusion and exclusion criteria were selected and analyzed by dividing three categories, such as the status of English classes, English ability of students with deaf and hard-of-hearing, and application of educational methods. In the current state of the English class in both country, difficulties such as teaching and learning methods, lack of teaching materials, lack of professionalism in English, lack of training and so on were similar. However, it was found that the Japanese education had a wider target age and subdivided contents than Korea education. In terms of the students English ability, most of researches performed in both countries were experimental word-level research or acoustic analysis of speech. For the application of the teaching method, the researches in both countries suggested the introduction of American sign language or cued speech. Conclusively, it was found that English education for students with deaf and hard-of-hearing in Korea needs to be expanded in terms of research age, to deal with public English tests, and to analyze the subdivided subject contents. For both countries, researches regarding major communication mode and educational environment are needed for better understanding on current state and improvement of English education for students with deaf and hard-of-hearing.