This study aims to investigate the impact of teaching English for specific purposes (ESP) teaching strategies on English learners’ reflective thinking, academic self-efficacy, and achievement motivation. The research first introduces the theoretical background and related concepts of ESP strategies, including their application in English education, and delves into the theoretical foundation and relevant studies of ESP strategies, laying the groundwork for subsequent research. Secondly, the study elucidates the concept of reflective thinking, clearly defines the measurement standards of reflective thinking in the study, and explores how ESP strategies cultivate students’ reflective thinking, especially in specific fields or disciplines. Furthermore, the study discusses the concept of academic self-efficacy, clearly defines the measurement standards of self-efficacy in the study, and investigates how ESP strategies enhance students’ academic self-efficacy, boosting their confidence and motivation. Finally, it explains the importance of achievement motivation, clearly defines the measurement standards of achievement motivation in the study, and examines how ESP strategies influence students’ achievement motivation, particularly motivation related to specific professional field goals.