<![CDATA[This study investigated the instructional needs and design requirements for a workplace-based microlearning model for English for IT in an Indonesian higher education context. Using a design-oriented needs analysis, data were collected from three sources: a student questionnaire, classroom observations, and course-generated learning artifacts involving 22 undergraduate Computer Science students. Findings revealed a consistent gap between students' receptive and productive language skills, heavy dependence on memorized scripts during speaking tasks, limited exposure to authentic spoken English in the classroom, and strong preferences for flexible, feedback-rich, and workplace-relevant learning experiences. Based on these findings, seven evidence-based design requirements were identified, covering the integration of listening and technical speaking, authentic workplace scenarios, guided speaking tasks, repeated practice opportunities, formative feedback, and flexible digital access. A preliminary design framework was also proposed to guide the next stage of development and validation. This study contributes to research on English for Specific Purposes, needs analysis, and technology-enhanced language learning, particularly in contexts where workplace communication readiness remains a challenge.]]>
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