<![CDATA[This study investigated the English learning needs of 55 accounting students at Pattimura University to inform the development of an ESP module. Data were collected through a structured questionnaire administered in Indonesian, covering learning objectives, self-reported proficiency, preferred topics, language task preferences, and exercise format preferences, and analyzed using frequencies and percentages. The findings revealed that academic purposes dominated students' learning motivations (49.1%), followed by career preparation (25.5%). Speaking emerged as the weakest skill, with the highest proportion of beginners (29.1%) and no advanced-level reporters, while reading showed the strongest profile (76.4% intermediate). Students preferred foundational business topics over specialized content and gravitated toward structured, scaffolded task formats such as summary writing, note completion, and contextual vocabulary gap-fill exercises. Based on these findings, the study proposes a five-unit module framework that maps empirically preferred topics and task types onto a scaffolded instructional sequence for ESP curriculum development at the institutional level.]]>
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