Abstract
This research investigates the English for Specific Purposes (ESP) requirements of industrial engineering students through a systematic needs analysis framework examining necessities, lacks, and wants dimensions. Employing a mixed-methods approach, the study encompassed 120 industrial engineering students across three Indonesian universities. Data collection utilized validated questionnaires incorporating seven primary dimensions, with findings analyzed through descriptive statistical methods. The results demonstrated that comprehending technical literature in English represented the most critical necessity (M=4.29), closely followed by competency in negotiating with international clients (M=4.27). The lacks dimension revealed substantial challenges in interpreting technical documentation and instructional materials (M=2.91), alongside difficulties in composing technical reports (M=3.12). Analysis of the wants dimension indicated strong motivation for enhancing technical reading proficiency (M=4.56), while demonstrating minimal emphasis on oral communication development (M=2.86). Findings reveal a pronounced disparity between existing conventional ESP curricula and students' authentic professional requirements, highlighting the necessity for curriculum restructuring centered on technical communication competencies. The systematic gap identified suggests inadequate alignment between academic instruction and industry demands in globalized professional contexts. This study provides empirical evidence supporting the development of responsive ESP curricula tailored to industrial engineering students' professional communication needs in contemporary international business environments, contributing valuable insights for educational policy formulation and pedagogical practice enhancement.