<![CDATA[Effective English for Specific Purposes (ESP) provision in vocational polytechnics requires accurate profiles of learners' proficiency, exposure, and affective–motivational dispositions, scarce for Indonesian engineering-track students. This descriptive survey profiled 120 students across five engineering programs on foreign language anxiety, willingness to communicate (WTC), and learning motivation. The sample was predominantly low-proficiency (82.5%) with minimal out-of-class exposure (66.7% never/rarely). All three constructs were significantly above the scale midpoint, with motivation strongest (M = 3.58, d = 1.05), driven by intrinsic mastery goals. WTC (M = 3.42) collapsed on public-performance tasks but remained robust for private clarification; anxiety (M = 3.29) centred on comprehension breakdown, not general apprehension. These task-specific patterns show curiosity-driven appeals outperform competitive ones. By quantifying these dispositions for under-researched population, the study extends ESP needs-analysis literature beyond target-situation skills into the affective–motivational domain, offering a baseline for curricula prioritizing comprehensible input, scaffolded speaking, and discovery-framed instruction.]]>
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