<![CDATA[English serves as both a medium of instruction and a vital tool for professional communication at the Ethiopian Police University (EPU). However, current English courses are predominantly academic-oriented and do not adequately address profession-specific communicative demands. This study investigated the professional English language needs of first-year EPU students to inform the development of a needs-based English for Professional Purposes (EPP) curriculum. Guided by English for Specific Purposes (ESP) and Needs Analysis (NA) frameworks, a mixed-methods design was employed, combining questionnaires and semi-structured interviews with 200 students and 30 instructors. Data were analyzed using descriptive statistics and thematic analysis, incorporating Target Situation Analysis (TSA), Present Situation Analysis (PSA), and Learning Situation Analysis (LSA). The findings revealed a significant mismatch between existing instruction and workplace communication requirements. Although all language skills were considered important, listening and speaking were prioritized for operational communication, while writing was identified as the most problematic area, with a clear gap between instructors’ expectations and students’ competence. The study highlights the need for authentic, task-based, and genre-specific instruction. It concludes that a needs-based ESP/EPP curriculum is essential to enhance students’ professional communicative competence and prepare them for both national and international policing contexts.]]>
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