The purpose of this study is developing an effective ESP (English for Specific Purposes) course design by using analysis with NIRS (near-infrared spectroscopy) and active learning strategies for EFL (English as a Foreign Language) learners at a Japanese technical college from the viewpoint of brain science and educational technology to meet ESP curriculum goals: to develop global engineers who can work in the English-only professional settings.

In the field of educational technology, ATI (Aptitude-Treatment Interaction) is an important element in planning to develop an effective courses and curriculum. As ATI’s concept and theoretical framework suggest that instructional strategies’ effectiveness for individuals depends upon their specific abilities and optimal learning is achieved when the courses matches the learner’s aptitude.　In addition, ESP, which is designed to meet specific learners’ needs, is another essential element of an effective courses design for engineering students in Japan. According to ATI and ESP development methods, this study conducted needs analysis-based research to identify the area of training upon which the courses concentrated.

Another element of the subsequent development of an effective ESP curriculum, near-infrared spectroscopy (NIRS) was also introduced and applied to evaluate the effectiveness of e-Learning systems. The experiment attempts to clarify the preferable combinations of learners’ characteristics and teaching methods; listening and shadowing, by comparing the brain activities of learners in different English proficiency levels while they were training to improve their English conversation skills. The data suggested that the analysis using NIRS enabled to propose an effective course design for EFL learners.

These various approaches performed in the past has become basis of study to develop an effective ESP curriculum for engineer students to meet ESP goals.