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.

中文翻译：

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学生对学习经验和成就动机的看法：学术英语原型（EAP）

学生需求分析有两个突出的制约因素；第一，学术英语教学需求的识别只关注目标需求和学习需求两个主要维度，较少涉及作为所有基础的情感因素（包括学习经验和成就动机）。其次，人们普遍认为 EAP 学习与通用英语相同，因此学习设计的发展通常会导致通用学术英语 (EGAP)。本研究旨在确定学生对学习经验的看法和动机对学习者对工业工程学术英语 (EAP) 需求的原型。使用三种类型的问卷从 40 名学生中收集数据，即关于学习经历、学习动机和学习者的需求。学习者需求的数据也来自 8 位讲师和项目经理。通过使用定量和描述性分析，本研究表明，首先，学生能够参与 EAP 计划，从而获得了合理的学习体验。其次，学生有很强的实现目标的动力。第三，学习经历与成就动机之间的关系不显着，也不是很强，这意味着学习经历被预测不会影响学生的学习动机。第四，学生的需求导致了特定学术目的英语（ESAP），这与之前的概念相矛盾。通过使用定量和描述性分析，本研究表明，首先，学生能够参与 EAP 计划，从而获得了合理的学习体验。其次，学生有很强的实现目标的动力。第三，学习经历与成就动机之间的关系不显着，也不是很强，这意味着学习经历被预测不会影响学生的学习动机。第四，学生的需求导致了特定学术目的英语（ESAP），这与之前的概念相矛盾。通过使用定量和描述性分析，本研究表明，首先，学生能够参与 EAP 计划，从而获得了合理的学习体验。其次，学生有很强的实现目标的动力。第三，学习经历与成就动机之间的关系不显着，也不是很强，这意味着学习经历被预测不会影响学生的学习动机。第四，学生的需求导致特定学术目的英语（ESAP），这与之前的概念相矛盾。学习经历与成就动机之间的关系不显着，也不是很强，这意味着学习经历被预测不会影响学生的学习动机。第四，学生的需求导致了特定学术目的英语（ESAP），这与之前的概念相矛盾。学习经历和成就动机之间的关系不显着，也不是很强，这意味着学习经历被预测不会影响学生的学习动机。第四，学生的需求导致了特定学术目的英语（ESAP），这与之前的概念相矛盾。