摘要：There are two prominent constraints of students’ needs analysis; first, the
identification of needs in teaching English for Academic Purposes (EAP) merely
focuses on two main dimensions, namely target needs and learning needs, and less
to involve affective factors as the basis of all (including learning experience and
achievement motivation). Second, there is a common notion that EAP learning is
considered the same as general English so that the development of learning design
often leads to English for General Academic Purposes (EGAP). This study aims to
identify students’ perception of learning experience and motivation for the
prototype of learners’ needs of English for Academic Purposes (EAP) in Industrial
engineering. Data were collected from 40 students using three types of
questionnaires, namely about learning experiences, learning motivation, and
learners’ needs. The data of learners’ needs was also taken from 8 lecturers as well
as program managers. By using quantitative and descriptive analysis, this study
showed that first, the students had reasonable learning experience, by being able to
participate in the EAP program. Second, the students had strong motivation in
achieving their goals. Third, the relationship between learning experience and
achievement motivation was not significant and was not quite strong, implying that
learning experiences were predicted not to affect students' learning motivation.
Fourth, the students’ needs lead to English for Specific Academic Purposes
(ESAP) which is thus contradictory with the previous notion.
关键词：learning experience; achievement motivation; prototyping; students’
perception; prototyping English
