This longitudinal study examined how an English for Specific Purposes (ESP) teacher transformed her teacher identity over time. Hinging on the close relationship between teaching and identity construction, this study was grounded on the notion that teaching a language is becoming a person who teaches it (Benson, 2017). Data were collected through six face-to-face interviews and six electronic interviews with the teacher during a four-year period. Findings demonstrate that becoming an ESP teacher is a complex process of constructing and negotiating identities. The teacher started ESP teaching as a scared general English teacher, and then negotiated her identities as a struggling but hardworking collaborator and learner. Later, she positioned herself as a novice ESP teacher, and then finally constructed her identity as a competent, helpful ESP teacher. Significant factors affecting identity transformation include needs analysis, enhanced subject matter knowledge, capacity to develop teaching materials, and teacher agency. Based on these findings, this study suggests implications for ESP teacher education programs.

The present study investigates secondary school student athletes’ specific needs for English learning and analyzes correlation and a cause and effect relationship among the needs-related variables. Two hundred forty six student athletes enrolled in physical education. Junior and senior high schools participated in the study. Data were collected through a survey that inquired about the students’ perceived English ability and learning areas of interest, their needs for ESP education, and aspects to be considered for ESP course design. The results show that the students put more emphasis on verbal communication (i.e., on speaking and listening) than on written communication (i.e., on reading and writing) and that they wanted more practical ESP education reflecting their needs and interests. Additionally, there was significant correlation (p<.01) among the subjects’ learning areas of interest, needs for ESP education, and aspects to be considered for ESP course design; a cause and effect relationship among the above three variables was discovered by goodness of fit test for structure equation model. Based on these findings, it is concluded that secondary school student athletes’ perceived English ability and areas of interest for English learning influence both their needs for ESP education and aspects to be considered for ESP course design.

While topics such as the use of English in the Korean workplace and specific industries have been studied widely, there is paucity of research that focus on the voices of various classes within a workplace that influence learners' English needs. In order to fill this gap, interviews and surveys were conducted at a major technology firm in Korea to examine the role of standardized English test, potential discrepancies between learner's perspective of their English needs and the language skills demanded or expected by thier employer. The study also attemped to analyze the needs of the learners to identify the target situations and tasks that can be incorporated into an EBP (English for Business Purposes) curriculum for the target learners. The findings from the interviews and the survey revealed that standardized tests are no longer used inthe hiring process, and there were diffrences between the employer and employees on how English skilss are perceived to influence one's chances of getting a job and being promoted. Based on the results of the needs analysis of the target group studied, examples of contexts and tasks that can be included in an EBP course are suggested. Finally, a renewed role of corporations and universities in meeting the needs of job seeking youths is proposed.

As English communication is vital for academic communities and workplaces in globalized society, learners seek for opportunities to learn English with specific needs for their studies and work. In order to make these learners equip with the necessary English communicative competence in the desired contexts, English teaching professionals and researchers now need to pay close attention to learners' specific needs considering the context of discourse and the features of discourse community. The main purpose of the current study is to present an overview of ESP research in English Teaching for 50 years and to provide directions for the future research. In particular, this paper (a) discusses the features of ESP; (b） overviews ESP research articles published in English for Specific Purposes from 1986 to 2014; (c) presents current status of ESP research in English Teaching; and (d) suggests topics for ESP research in Korea for the future.