<![CDATA[The expanding use of generative artificial intelligence (AI) has transformed how university students engage with English in academic contexts, raising important questions about the continuing relevance and priorities of General English courses for non-English-major undergraduates. While previous studies have extensively examined students’ use of AI and its effects on language learning, limited research has investigated how AI-mediated learning reshapes students’ English language needs and their expectations of General English. This study therefore explores the English language needs of non-English-major undergraduates in the era of generative AI. Employing a qualitative analysis design, the study involved 30 students from five non-English study programmes at universities in West Sumatra, Indonesia. Data were collected through semi-structured interviews and triangulated with General English course documents (Rencana Pembelajaran Semester). The data were analyzed using Braun and Clarke’s thematic analysis, informed by Hutchinson and Waters’ framework of necessities, lacks, and wants. Four themes emerged: (1) English as an essential academic resource in discipline-specific learning, (2) generative AI as an intelligent learning companion rather than a learning substitute, (3) the continuing importance of human communicative competencies, and (4) students’ expectations for AI-responsive General English. The findings suggest that generative AI is reshaping, rather than diminishing, students’ English language needs. The study highlights the need to redesign General English by integrating discipline-specific learning, AI literacy, and authentic communicative practices to better prepare students for AI-mediated academic and professional contexts.]]>
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