随着大众公众的兴趣，需求和需求在所有年龄和教育水平上学习英语，英语语言学习在非母语国家中被优先考虑仅仅持续三到四十年。此外，雇主要求英语作为日常工作岗位的关键技能之一。同样，蒙古的英语教育和英语教师专业被认为是推动教育领域发展的重要推动力之一，体现了改革的重要性，改变了教学方法，风格和哲学的范式，提高了学与教的效率。在这方面，英语语言教学是一个关键问题，在很大程度上取决于教师的作用以及这些角色如何影响学生的质量，结果和成就，以及教师方面的话语，职业和专业。当蒙古教育部门的质量改革倡导在以学生为中心的学习概念下实施主动学习语言课程时，这被认为是至关重要的。 因此，本研究旨在探讨英语教师的现有和新兴角色，从传统意识形态到现代意识形态的某种角色转变，以及这些角色如何在蒙古实现优质教育方面发挥重要作用。此外，将优先考虑帮助和促进教师履行职责的能力。与此相关，将收集和审查与ESL教师在非母语国家工作的相关的现有研究文章。之后，将使用分析镜头来比较ESL教师在各种情况下的角色，并制定英语教师概况图表，其中角色和能力将被归类为摘要表。接下来，将分析摘要图表。确定的角色和能力将由高绩效的蒙古ESL专家通过DACUM分析讨论进行改进，并根据蒙古的中学情况量身定制。来自DACUM的调查结果也将由英语地面从业人员进行验证。最后，本研究将展示蒙古中学英语教师当前和未来情况所需的角色和能力，以及教育改革和向现代教学范式的过渡。

English language learning has been prioritized in third world countries merely last three to four decades as the interest, need and demand of mass public increases in learning English at all age and level of education. Besides, it is the fact that employers require English as one of the crucial skills on daily-basis of working position. Empirically, English language teaching (ELT) and foreign language teaching (FLT) profession is considered as one of the essential driving forces that pushes development of education field, signifies the importance of bilateral and multilateral collaboration across the globe, enhances the efficiency of learning and teaching as well as dissemination of such information and technology. In regards, there is a tremendous need of conducting research in English teaching and learning where implementing active learning language classes under the concept of Student-Centered Learning (SCL) became a pivotal matter for non-native speaking countries. This research is therefore aimed at going deeper into the pond of research field, particularly analyzing existing research papers and scholarly articles with a focus on English language teacher roles and competencies. Based on findings provided by the literature, roles that English language teacher is expected to play out and competencies they would need utmost in their course of teaching in Mongolian secondary schools will first be summarised. In connection with, existing research articles related to English language teacher’s work engagement in non-native speaking countries will be collected and reviewed. Afterward, an analytic lens will be put to compare English language teacher’s roles in various contexts and develop English language teachers profile chart in which roles and competencies will be categorized in the summary sheet. Next, study findings will be performed and validated through high-performing Mongolian English language experts through DACUM analysis discussion and also be verified by English language practitioners. Finally, the study will unfold primary roles and competencies required in current and future circumstances of Mongolian secondary English language teachers alongside the educational reform and transition into teaching paradigm.