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Article published In: Australian Review of Applied Linguistics
Vol. 49:1 (2026) ► pp.31–57

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Identity dynamics of ESP teachers from English vs. non-English departments at Indonesian universities

ORCiD logo with link | Universitas Negeri Malang | Universitas Islam Malang
ORCiD logo with link | Universitas Negeri Malang | Universitas Muhammadiyah Banjarmasin
 | Universitas Katolik Widya Mandira
 | Universitas Negeri Malang
Published online: 28 July 2025
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https://doi.org/10.1075/aral.24105.rah
Abstract
Studies on English teachers’ identities are abundant, but those on English for specific purposes (ESP) teachers in diverse workplaces are scarce. Since workplaces significantly shape teacher identity (Pennington, M. C. (2014). Teacher identity in TESOL: A frames perspective. In Y. L. Cheung, S. B. Said, & K. Park (Eds.), Advances and Current Trends in Language Teacher Identity Research (1st ed., pp. 16–30). Routledge. Google Scholar logo with link to Google Scholar), this study explored how non-English and English departments construct ESP teachers’ identity at four Indonesian universities. Using narrative inquiry via semi-structured interviews based on the adapted TESOL teacher framework (Tao, J. (Tracy), & Gao, X. (Andy). (2018). Identity constructions of ESP teachers in a Chinese university. English for Specific Purposes, 491, 1–13. Google Scholar logo with link to Google Scholar), data were analysed with Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). SAGE Publications.Google Scholar logo with link to Google Scholar phases of qualitative data analysis: (1) data collection, (2) data condensation, (3) data display, and (4) conclusion drawing and verification. Findings revealed that ESP teachers from non-English departments were more deeply engaged with their roles than those from English departments, indicating the importance of institutional backgrounds in constructing ESP teacher identity. The findings emphasize the need for institutional support, workplace social interactions, and activities specially planned to enhance ESP teachers’ professional development, especially for those from non-English departments. Understanding these dynamics can inform teaching policies and practices.
Article outline
  • 1.Introduction
  • 2.Literature review
    • 2.1ESP teachers in Indonesia
    • 2.2ESP teacher identity: TESOL teacher framework
  • 3.Method
    • 3.1Design
    • 3.2Researcher positionality
    • 3.3Participants
    • 3.4Data collection
    • 3.5Data analysis
  • 4.Findings
    • 4.1Identity constructions of ESP teachers from English departments
      • 4.1.1Instructional frame
      • 4.1.2Disciplinary frame
      • 4.1.3Professional frame
      • 4.1.4Vocational frame
      • 4.1.5Economic frame
    • 4.2Identity constructions of ESP teachers from non-English departments
      • 4.2.1Instructional frame
      • 4.2.2Disciplinary frame
      • 4.2.3Professional frame
      • 4.2.4Vocational frame
      • 4.2.5Economic frame
    • 4.3Differences in identity constructions between ESP teachers from English and non-English departments
  • 5.Discussion
  • 6.Conclusion
  • References
References (48)
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