<![CDATA[This study seeks to analyze the needs of Fisheries and Marine Science students in learning English to be a basis in developing a contextually relevant English for Specific Purposes (ESP) curriculum. The study used a descriptive qualitative design and included 23 participants: 20 undergraduate students in the third to fifth semesters, two English lecturers, and one Marine Science lecturer. Data were collected using semi-structured interviews, focus group discussions, classroom observations and document analysis and analysed thematically using the concepts of necessities, lacks and wants. The results identified five major themes: academic English proficiency, professional communication, technical vocabulary, speaking confidence, and contextualized learning activities. Students faced difficulties in understanding scientific articles in international journals, writing academic texts and understanding terminology specific to fisheries and marine science disciplines. They also lacked confidence in speaking English that influenced their participation in English communication activities. Students also said they would like to have lessons about words used in the marine industry, workshops on how to read scientific journals, practice making presentations and learning through simulations. The results of the study suggest the need for an ESP curriculum that incorporates academic literacy, subject specific vocabulary and practical communication activities. The study offers an empirical foundation for synchronizing English teaching to the academic requirements and anticipated professional communication skills of Fisheries and Marine Science students.]]>
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