<![CDATA[This study investigated the English language needs of Electrical Engineering students at a vocational school Indonesia within the context of the digital age. Adopting a mixed-methods design, the research combines questionnaires, interviews, and classroom observations. the research identifies students’ linguistic necessities, lacks, and wants using established English for Specific Purposes (ESP) frameworks. Questionnaires were designed to assessed students’ self-perceived English skills and their preferences regarding skill priority. Then, interviews were conducted with English teachers. Based on the interview and questionnaires, the researcher found quantitative and qualitative data. The research’s findings demonstrated the importance of reading and vocabulary competence and their actual competence. Reading is prioritized as essential for interpreting technical manuals, safety documents, and equipment specifications, yet most students report low confidence and ability. Through surveys, interviews, and classroom observations, this research identifies the key linguistic skills required, evaluates the gaps in current curricula, and recommends pedagogical strategies tailored to digital and industry-specific demands. The results highlight a growing need for domain-specific vocabulary, reading comprehension of technical texts, and the ability to communicate in digital environments such as online forums, video tutorials, and remote collaboration platforms. The findings advocate for an ESP (English for Specific Purposes) approach integrated with digital literacy and project-based learning approaches to enhance professional readiness.]]>
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