<![CDATA[In the digital era, aligning instructional practices with learner expectations has become increasingly critical for the success of foreign language programs, particularly in non-formal educational contexts where learners voluntarily enroll with strong instrumental motivations. Despite the recognized importance of learner-centered pedagogy, a significant gap persists between what learners expect from language courses and what is actually delivered in the classroom. This study aims to explore English learners' expectations and examine the extent to which these expectations are perceived as fulfilled in a university-based English course. An explanatory sequential mixed-methods study design was employed, involving 22 English language learners at the Foreign Language Course (KBA). Quantitative data were collected using an opened ended in the beginning course and  five-point Likert scale questionnaire administered after ten course meetings, while qualitative data were gathered through semi-structured interviews with 11 of the 22 respondents to explain and contextualize the numerical findings. Descriptive statistics (frequency and percentage) and thematic analysis based on the Miles and Huberman interactive model were used to analyze the data. The findings reveal that learners hold multidimensional expectations, with speaking skills (77%) and a non-threatening learning environment (82%) being the highest priorities. Learners perceived high fulfillment of expectations regarding teacher competence (59-77% highly suitable), teacher attitudes (68-86% highly suitable), and learning environment (68-77% highly suitable). However, two notable gaps were identified: the use of interactive applications such as Quizizz and Kahoot (36.3% slightly suitable) and schedule flexibility (18.1% slightly suitable and 4.5% unsuitable). This study concludes that learners generally reported positive perceptions of teacher-related and classroom-environment dimensions, accompanied by lower ratings for interactive applications and scheduling. However, these findings represent perceived fulfillment rather than objective evidence of instructional quality or language learning outcomes. The results may serve as formative feedback for program planning rather than definitive evaluation, and future research should incorporate observational and achievement measures to complement self-report data.]]>
