This systematic review synthesizes recent trends in English for Specific Purposes (ESP) research, examining 149 empirical studies published in Social Sciences Citation Index (SSCI) journals between 2014 and 2023. Employing a six-dimensional coding framework, we investigated participants, pedagogical methods, research methods, research foci, materials and technologies, and application issues. Findings reveal a predominant focus on undergraduate education and Chinese-speaking participants, with a notable increase in teacher-focused studies. Research methods show a polarization between large-scale quantitative and small-scale qualitative approaches, while non-experimental designs remain dominant. Collaborative and experiential learning approaches emerge as preferred teaching methods, reflecting a shift toward contextualized, learner-centered pedagogies. Technology integration in ESP instruction has grown significantly, particularly through online learning platforms and multimedia resources, though emerging technologies remain underexplored. Research foci have gravitated toward academic and professional communication, teaching methodologies, and learner characteristics, whereas assessment and evaluation have received less attention. While most studies report positive outcomes, the prevalence of mixed results highlights the complexity of ESP interventions. Our review underscores the need for more diverse participant pools, robust experimental designs, and innovative approaches to technology integration and assessment in future ESP research.