Learners’ needs analysis for English for academic purposes in ethiopian higher education institutions: The case of Wachemo University freshman students

Abstract This paper discovers the role of learner’s needs analysis in English for academic purposes courses in higher education before designing any language curriculum. The research is essential as it can be used to support students to be aware of their motivation to learn and a basis for teachers in helping students improve their learning motivation. Students have either instrumental or integrative or both motivational orientations while studying EAP courses (locally called communicative English skills) for their present and target situation needs. Therefore, 308 first-year students (using systematic sampling) and 41 instructors (using census technique) from the Social Sciences and Humanities College in Wachemo University, Ethiopia, participated in the study. A mixed-methods research design was used to collect the data. Survey questionnaire and interview instruments were employed for data collection, analysis, and interpretation. The findings revealed that the students have instrumental and integrative orientations for learning English. However, instrumental motivation surpassed integrative motivation because most of the study participants thought that the students predominantly need English for practical reasons in the context of the present study than integrative orientations to pursue their academic courses at the university level. When the participants were asked about the students’ reasons for learning English, they indicated many aspects related to instrumental and integrative motivation. For reasons related to instrumental motivation, students learn English because it is helpful in getting a good job in the future, studying or working abroad, and passing a test (an exam), while the students who are integratively motivated learn English because they like the language and the culture. Consequently, through thorough needs analysis, course designers and practitioners should identify learners’ reasons for learning the EAP course before implementing the material in the EFL classroom.


PUBLIC INTEREST STATEMENT
The area of EAP NA is a discipline that is often involved with developing needs-based curricula. Thus, the results of this study are relevant for those interested in developing an EAP curriculum for higher education institutions by identifying reasons for learning the course via learners' needs assessment procedures. Furthermore, the integrated models that emerged through the study may provide a strong foundation and inception for what should be included when seeking to develop EAP courses for first-year students. Thus, the results of this study are essential in helping course designers and practitioners identify different motivational purposes for the validity and effectiveness of EAP course offerings in Ethiopian Higher Education Institutions. Finally, faithful adherence to learners' voices and concerns in designing English curriculum is highly crucial for students' academic success in higher education. And curriculum architects and practitioners should continually adjust their instructions based on their students' learning needs to achieve the best learning outcomes.

Introduction
The growing need for English in science, technology, education, business, and commerce has led to the worldwide demand for English in English Language Teaching (ELT) curriculum. According to Yurekli (2012, p. 50), "English is no longer simply taught as a foreign language today, but even in many non-native speaking (NNS) countries, it serves as the medium of instruction in higher education curricula." Thus, nowadays, in many non-native contexts like Ethiopia, there is an increasing tendency to use English as the medium of instruction at different educational levels. Jordan (2002) also indicates that since English has remained a more widespread language of business and medium of instruction in higher education learning, the need for more specialized English teaching has expanded. According to Gillett (2004 p. 11), such specialized teaching, which is termed as English for academic purpose, is defined as "the language and associated skills that students need to pursue study in higher education through the medium of English." Thus, English for Academic Purposes refers to language for inquiry and teaching that focuses on particular groups of students' specific communicative needs and practices in academic contexts (Hyland & Hamp-Lyons, 2002). According to Sobhanmanesh (2021), English for academic purposes focuses on the skills needed for the students to succeed within a formal school system and an academic environment. English for academic purposes, therefore, entails training students, usually in higher education institutions, to help in using the English language proficiently and competently for study and research purposes.
According to Belcher's statement, ESP or EAP has an inseparable part called "needs analysis," which helps the field design and tailor the best methodologies and resources based on the needs of the students. Thus, Need Analysis in EAP and ESP is an important area of study. Furthermore, the world-leading journals such as English for Specific Purposes Journal and Journal of English for Academic Purposes reveal that many research studies have been devoted to Needs Analysis of EAP and ESP students around the world (Zand-Moghadam et al., 2018).
The facilitation of various academic English skills courses at the tertiary level indicates the concerns and commitments made to enable learners to use English as a medium of learning. However, even though the consensus to date has been that EAP programs have a facilitative effect on students' academic transition to their future disciplinary studies, most of the EAP courses offered rarely incorporate learners' voices and concerns. As a result, EAP learners are often positioned as "limited," "deficient," or "inadequate," and they have to use their sense of action to negotiate their participation and resist these imposed identities, which they do to varying degrees of success (Sobhanmanesh, 2021). For example, Zand-Moghadam et al. (2018) state that the EAP materials are not aligned with EAP learners' needs. That means, EAP textbooks are unable to address the needs of the EAP learners. On the other hand, any decision to design language teaching programs in ESP/EAP contexts should planted on learners' reasons for learning English (Robinson, 1991Dudley-Evans & St. John, 1998. In addition, Afzali and Fakharzadeh (2009) indicated that ESP/EAP courses aim to equip learners with a particular English proficiency level for situations where language is to be used, i.e., target situations and present situations.
Consequently, when recognized from the local context, the English language has a long history and a prominent role in the Ethiopian education system. The Education and Training Policy of Ethiopia (NETP) states it is mandatory to develop students' academic English language skills ranging from primary school level based on learner-centered-approach (NETP, 1994). Moreover, the changes in education policy, such as lowering the age or grade level, reflect the concern given to English language development (NETP, 1994). This is due to the assumption that if students develop their English language competence at a lower grade level, they might easily pursue their secondary and tertiary education with fewer challenges of proficiency. To this effect, it was decided that curricula and textbooks have been produced based on the communicative language teaching approach (NETP, 1994).
Moreover, some investigations have been made around English to improve English language teaching in Ethiopia at all educational levels (Abebe, 1997;Alemu, 2004;Amlaku, 2010;Berhanu, 2000;Birhanu, (2014) ;Eba, 2014;Fasika, 2014;Haregewain, 2008;Tadesse, 2012;Tamene, 2000 ineter alia). However, despite the many efforts exerted, it is not easy to teach in English such a foreign context because authentic input may not exist beyond the classroom, especially in public schools in remote areas. In this scenario, English is learned as a subject from grade one through secondary school and used as a medium of instruction from secondary school through tertiary education, which is still considered insufficient for students to master the language effectively so as to attend their academic study properly.
However, the paradox is that despite all the attempts, the improvements observed in students' academic English proficiency seem to remain critical even after studying the language for many years. More specifically, students' poor academic English competence in higher institutions, where the medium is English, is becoming more demanding to different stakeholders, including university instructors (Birbirso, 2013). The situation currently observed among most first-year university students is worsening the situation from time to time. It is, therefore, possible to argue that freshman students' English language proficiency seems to have failed to enable them to meet the academic requirements expected of them.
To the researchers' best knowledge, conducting a study on learners' needs analysis focusing on motivational orientations is paramount in the EFL context like Ethiopia. This is because, in Ethiopia, most of the students come into University from a non-English background; as a result, they face many problems to following their academic study effectively. Few students could overcome this problem because of their willingness to learn English, and they perform well. On the other hand, many students want to pass the exam or get good marks, so we can say that they learn the language to gain something for an instrumental reason. Both can be successful; however, an individual's self-motivation is essential to learn a language. That means learners who have higher motivation to learn a second/foreign language acquire higher proficiency than others who have a lower motivation to learn a language (Kusumaningrum, 2020). Accordingly, Turabin (2019) indicated that motivated students would be more excited and eager to devote the time required to language learning. Furthermore, having a specific reason and goal to learn a language helps students put forth their best effort and maintain their motivation. Such motivation can be instrumental or integrative, which depends on either the students' present situation or target situation needs. Therefore, the current study is intended to answer the following research question RQ: Why (for instrumental, integrative, or both motivational reasons) do first-year students in the College of Social Sciences and Humanities need to learn English language/EAP for their present or target situation needs?
The study aims to examine the key reasons for learning the English language at the university level based on the present and target situation analysis of EAP. Specifically, the study has two main contributions. First, it describes the motivational purposes (instrumental or integrative reasons) that the sampled subjects perceive to learn English at the university level. Secondly, it investigates whether EFL students are instrumentally or integratively motivated to study English. Consequently, it may serve as a baseline study for designing needs-oriented English courses to address learners' language wants or lacks in the study context in particular; the study would also help syllabus designers prepare appropriate and adequate EAP materials geared towards the success of students' academic achievements.

Reasons for learning English language (instrumental versus integrative motivation)
Motivation plays an essential role in learning English as a foreign language (Aisyah, 2020). Therefore, motivation is one of the most critical factors influencing students' English achievement or performance. That means motivation could be defined as one of the vital factors determining learning English and driving students to reach their learning goals (Yulfi & Aalayina, 2021). Therefore, students will be pushed to study English well by having motivation.
As a result, motivation is one of the most fundamental factors in the second/foreign language learning (English language in our case) process, particularly among university students (Vakilifard et al., 2021). Past research highlights the significance of motivation in English language acquisition. Without motivation, the purposes of learning are difficult to be accomplished. Motivated students tend to put more effort into their academic endeavors by performing more persistence in their learning process (Hong & Ganapathy, 2017;Subakthiasih & Putri, 2020;Yulfi & Aalayina, 2021). Given the significant amount of time and effort needed to achieve commendable language proficiency in a second/foreign language, strongly motivated learners are more likely to succeed. For these reasons, the issue of motivation has been a central one in language learning research.
Thus, according to Gardner and Lambert (1972), motivation in language teaching and learning falls into two main categories: integrative and instrumental reasons. Then, focusing on classifying reasons for second/foreign language learning, Gardner identified these reasons as orientations (Gardner, 1985), and he found these two main orientations through his research (Al-Ta'ani, 2018;Muslim et al., 2020). These motivational reasons may depend either on the present or target situation or on both needs analysis situations of the learners. The purpose of the study was thus to identify and analyze whether instrumental or integrative motivation plays a more critical role in promoting EFL students' English language learning. Thus, under the umbrella of the NA approach, integrative and instrumental orientations have been incorporated in shaping the study researcg question.

Integrative motivational reasons
Integrative motivation is identified by the learners' positive attitude towards the target language group and the desire to interact with those group members (Kusumaningrum, 2020). Gardner (1985) found that integrative and attitudes toward the learning situation have directly affected motivation. Moreover, integrative motivation describes learners who desire to integrate themselves into the cultures and traditions of the second/foreign language group and thus achieve more success in language learning (Emefa et al., 2020). Therefore, if a learner is inspired to learn, willing to join the other language group, and holds positive attitudes towards the learning process, she or he is integratively motivated. Zanghar (2012) also indicated that integrative motivation is a usual behavior of someone who appreciates the target language community and studies the language to join that community. Therefore, Kusumaningrum (2020) defined integrative motivation as one of the motivation types that cause learners to learn foreign/second language because they are interested in the culture and language and want to be able to communicate with the language speaking community.

Instrumental reasons
Instrumental reasons for learning EAP are represented by the desire to obtain something practical by studying a foreign language for utilitarian purposes (Hashemi & Hadavi, 2014). Instrumental motivation is learning the second/foreign language as a tool to achieve practical goals or concrete objectives (Gardner & Lambert, 1972). Subakthiasih and Putri (2020) also indicated that instrumental motivation means more functional reasons for learning the target language. The students learned English because of some academic factors. For instance, the students want to pass exam or get a job promotion or want the language for future study and research. According to Yulfi and Aalayina (2021), instrumental orientation results from several factors, such as the need to pass an exam, the need to have a promising career in the future, or the need to continue their education.
Consequently, instrumental motivation involves the perception or attitude of purely practical value in learning the L2/foreign language, like increasing occupational or business opportunities, enhancing prestige and power, accessing scientific and technical information, comprehending different academic genres and discourses, or getting good grades in a course (Al-Ta'ani, 2018;Hashemi & Hadavi, 2014). In addition, according to Mun (2011), with instrumental motivation, the reason for learning the English is more utilitarian, for example, meeting the requirements for school, college, or for university graduation, applying for rewarding job, requesting higher pay based on language competency, scoring better grades, reading technical material or achieving higher social status etc. Thus, instrumental orientation is a more practical reason for learning the target language, such as job promotion and a language requirement for academic study (Setiyadi & Wicaksono, 2019).

English for academic purposes and needs analysis
Along with the exponential growth of English for Academic Purposes around the globe during the last three decades, needs analysis has become the central issue for designing an EAP curriculum (Bruce, 2011). Moreover, needs analysis has become the central concern of English for academic purposes (Jordan, 1997). According to Kohnke and Jarvis (2021), EAP programs play an instrumental role in delivering the necessary English language provision as learners transition from secondary to higher education. Thus, needs analysis is the milestone for curriculum development and material design in EAP courses in the University. Needs analysis can help in making a language program more suitable to the needs of the learners. It can also help in establishing a sense of ownership and motivation among teachers and learners.
By the same token, needs analysis discovers and describes the language needs of EAP learners through analysis of motivational reasons and practices that characterize the present and the target language situations of a particular group of learners. It is (NA) the first step in developing a language syllabus through a broader teaching and learning concept. When the syllabus or curriculum contents, materials, and teaching approaches match the learners perceived and actual needs, learners' motivations and achievements are enhanced.

Target Situation Analysis (TSA)
Target Situation Analysis is a needs analysis model that focuses on the learners' needs at the end of a course. Munby's (1978) model is the most comprehensive, seminal work on this type of needs analysis. For instance, based on the model, Chambers (1980) suggests the term Target Situation Analysis (TSA) and described it as "communication in the target situation" (p. 29). He also elaborates, " . . . it goes into the target situation, collects and analyzes data in order to establish the communication that occurs." Munby (1978) also introduced "Communication Needs Processor" (CNP), which was the basis of his approach to the needs analysis framework. For example, according to Robinson (1991), while all factual information about learner's language proficiency, language difficulties, and use of language in real life are considered as objective needs (TSA), cognitive and affective needs of the learner in language learning (e.g., confidence, attitudes, and expectations) are considered as subjective needs (PSA). As a result, West (1994 p.9, as cited in Khan, 1997) explains, "subsequent developments in needs analysis have either been derived from Munby or a reaction to the shortcomings of Munby's Model." Munby (1978) also argues that PSA represents constraints on the TSA. The next section explains the general over view of present situation analysis.

Present situation analysis (PSA)
Following the late 1980s Council of Europe's comprehensive and ongoing needs analysis, present situation analysis (PSA) substituted or complemented a needs analysis that relied solely on survey questionnaires (Hutchinson & Waters, 1987). Thus, after a course designer has obtained some knowledge of what the learner will eventually need, he/she needs to look at where the learner is now and how he/she has to analyze the learners' present learning situations (Gillett, 2014). The central premise of the PSA model, according to Blaj-Ward (2014), is that students are viewed not as passive recipients of the EAP curriculum but as active partners in curriculum design and as coresearchers.
In general terms, target situation analysis attempts to address "necessities" (aspects with which students will be required to be familiar to be successful; Blaj-Ward, 2014). In contrast, Present situation analysis seeks to address "wants" (aspects that the students have an interest in exploring in class), and learning situation analysis addresses "lacks" (mainly, the discrepancy between current "wants" and target necessities; Blaj-Ward, 2014; Hutchinson & Waters, 1987). Furthermore, Berwick (1989) also states that the needs analysis determination could help course designers realize the inconsistency between learners' language skills and a desired future state. Thus, scholars suggest that using target situation and present situation in needs analysis procedures, enhances learning and effectively reaches the desired goals of language courses (Songhori, 2008).
As a result, in order to establish the destination points the students need to get, the starting point has to be defined; this is provided by conducting present situation analysis. In this model of needs analysis, the sources of information are the students themselves, the teachers, the sponsoring institution, and the user organization, e.g., workplace (Jordan, 1997).
Present situation analysis can be used to establish the students' strengths and weaknesses at the start of their language course (Songhori, 2008). According to Mili (2020), successful learners know their preferences, strengths, and weaknesses and effectively apply strengths and compensate for weaknesses. This is to mean that they have motivation (what might call passion) that relates to an individual's intrinsic goals and desires. Learners need quality instruction, input, interaction, and opportunities for meaningful output or outcome, not only to make progress, but also to maintain motivation for language learning. Then, an EAP teacher must tap into the sources of intrinsic/integrative motivation and find ways to connect them with external/instrumental motivational factors that can bring to a classroom setting. This is especially significant when English is essential to the students' immediate (PSA), other than to pass exams (TSA; Mili, 2020). Therefore, instructors need to identify students' purposes and needs and develop courses accordingly since learners have different motivational purposes for studying a language. Finally, when designing a language course, curriculum archtects and practioners should consider that each learner has different needs and wants.
Thus, successful language learning is related to the learner's motivation. Furthermore, teachers should find ways to connect to this motivation while offering EAP courses. In general, PSA determines what the learners are like at the beginning of their language courses and investigates their strengths and weaknesses (Jordan, 1997). In Brindley's (1989) terms, present situation analysis also refers to "means and ends needs. 'Means needs' help learners study their language purposes as the course proceeds, whereas 'ends needs' is related to target needs. The approach 'deficiency analysis' seems to be the same as the LSA described by West (1994), which considers deficiency analysis (lacks) a combination of TSA and PSA. To this end, the English for Academic Purposes curse syllabus should satisfy students" English language requirements based on learners' motivational orientations.
The following figure (Figure 1) reveals the conceptual framework of Needs Analysis.
According to what Hutchinson and Waters (1987) define, "lacks" can be matched with deficiency analysis (see Figure 1). West (1994) indicates, the approaches to needs analysis have been developed to consider learners' present needs or "wants" that might be called learners' deficiency analysis or "lacks." From what is stated, it is apparent that deficiency analysis is the route to cover from point A (PSA) to point B (TSA), always keeping the learning needs in mind (Songhori, 2008). Thus, deficiency analysis can form the basis of the language syllabus (Jordan, 1997) since "it should provide data about both the gap between present and target extra-linguistic knowledge, language skills, and learning strategies" (Songhori, 2008 p. 11).
Thus, "Wants" are those needs the learners have identified for themselves. They may differ from the needs that the sponsors, experts, or the teachers have identified in terms of "necessities" or "lacks," but that does not make them less valid. West (1994, p. 4) provides an example of this. 'Speaking is usually regarded as the least needed skill for EAP (English for Academic Purposes) students. However, in the opinion of many students, oral proficiency is the best indicator of mastery of a language. "Wants" are sometimes also described as "felt needs" (Berwick, 1989, p. 55) or "subjective needs" (West, 1994, p. 4). This type of need is sometimes diminished (Berwick, 1989, p. 55), but it plays a significant role in a learner-centered course design (Yalden, 1987).
"Necessities" is associated with target-situation analysis (West, 1994, p. 4); the focus is on "the desired future state" (Berwick, 1989, p. 52). This type of situation analysis deals with three levels of needs. The first level is crucial and "may go little further than identifying which languages are needed" (West, 1994, p. 4). The second level is the needs identified in the major skills (namely speaking, writing, reading, and listening) and priorities. Finally, the third level refers to defining needs "in situational or functional terms" (West, 1994, p. 4).

Methods
Multitudes of studies have been carried out to investigate learners' needs analysis and motivational reasons for learning the English language in University. Most of the methods used either quantitative or qualitative design. However, this study used a mixed-methods design to provide significant insights and thoughts of the participants regarding reasons for learning EAP at university. Thus, the researchers adopted mixed methods, including quantitative and qualitative methodologies.
A pragmatic worldview also combines deductive and inductive thinking by integrating quantitative and qualitative inquiry. It provides a practical and outcome-oriented method of inquiry and offers a method for selecting methodological mixes that assist researchers in addressing their research objectives in the best possible way (Anteneh, 2012). These epistemological assumptions rely on abductive reasoning by moving back and forth between induction and deduction. Therefore, it helps the current study in crosschecking quantitative and qualitative data to arrive at valid and reliable conclusions. Besides, practitioners can use the conceptions of pragmatism as orienting perspectives for critical thinking and decisionmaking in real-life practice situations (Kaushik & Walsh, 2019). In line with such a worldview, a mixed-methods approach was adopted to perceive that a complete picture of human behavior and experience can be constructed by employing a combination of quantitative and qualitative methods. The philosophy of pragmatism thus frames the research approaches of the current study.

Participants and sample size
A total sample of 308 first-year students in the college of social sciences and humanities were selected from among 1106 target population, and a total sample of 41 instructors from the same college participated in the study. The student samples were chosen based on systematic sampling technique, whereas the teacher samples were included using census technique in which the whole subjects were required to be included. These were the sample sizes for the survey questionnaire.
Sampling for qualitative design is an area of considerable confusion for researchers (Marshall, 1996). Some qualitative researchers state that there is no fixed way to determine the sample size of the population in the qualitative study; however, most qualitative researchers follow the widely accepted model of data sampling known as data saturation Saumur and Given ((2008).). Therefore, an interview was used as one of the data gathering instruments to substantiate the survey questionnaire. The interview also helps the investigator to understand the deep feelings, perceptions, and values of a given population. As a result, a semi-structured interview was employed to gather relevant information from student and teacher participants who filled in the questionnaire.

Questionnaires
In the present study, questionnaires were used as primary data collection tools in NA because they can be used with large numbers of participants. They are also the most common and favourite instruments in needs analysis (Fialová, 2021). In addition, questionnaires reveal a lower probability Consequently, similar questionnaires were designed for both groups of respondents (students and instructors), with slight differences, for example, the field of study(for teachers) and language proficiency level (for student respondents). These questionnaires were developed with a similar format for the respondents emphasizing the study's objectives. The questionnaires were prepared based on the researchers' experience and previous empirical studies (Alfehaid, 2011;Alkutbi, 2018;Chatsungnoen, 2015). The questionnaires consisted of both close and open-ended questions.

Interviews
Another needs analysis tool used in the study was the interview. Thus, the researchers performed a semi-structured interview to understand more about the motivational reasons for studying EAP (See Annex A). According to Dawson (2007), a semi-structured interview is the most extensively applied type of interview in social science research. In addition, the semi-structured interview can develop a relationship with respondents, offer room for proving to gain extra information, and offer the depth or breadth of information (Waliman, 2007). Accordingly, four teachers (two from EAP instructors and two from the subject area) and four first-year students were included in the interview data. Both groups of participants were from the College of Social Sciences and Humanities in the case University.
To avoid anxiety and encourage the participants to provide honest responses, they were informed of the study's objectives and ensured absolute confidentiality. During the interviews, the participants were asked to explain why first-year students are enrolling in the EAP courses and their attitude towards the English language. In addition, the participants were allowed to clarify or state their attitudes more precisely.

Procedures
Before starting data collection, informal and formal discussions were made with department heads, instructors, and students during February 2021 academic year. After explaining the study's objective and scope, the participants were willing to partake in the research. During the last week of February 2021, the questionnaires were dispatched to all participants (teachers and students).
Regarding the interview data collection procedures, the interview questions were developed based on the questionnaire data (L. Richards, 2009) to attain consistency and validity of the data. Moreover, as validity relies on the interviewer's skill to produce good or not good interview, scholars use four fundamental procedures in gathering the data via interview (Chatsungnoen, 2015). These include preparing for the interview, setting up the interview, getting the interaction right, and the final organization after the interview (Talmy & Richards, 2010). In addition, validity was ensured by checking the interview questions from the supervisors' and colleagues' perspectives.
Telephone interviews were used due to the strain of the COVID_19 pandemic. As Katz ((1993).) indicated, telephone interviews are growing as the best usage for dealing with issues that influence the overall population by providing unrestricted geographical access and presenting no physical and health risks (like COVID-19) to interviewers and interviewees. UK Office for National Statistics (ONS, 2020) also states that telephone interviews offer the advantage of avoiding the risk of contamination, especially in the context of the COVID-19 pandemic; however, telephone calls can only reach participants who use a phone with an active subscription in an area with network exposure, and who agree to be interviewed. Therefore, the following paragraph describes data gathering procedures through phone interviews.
Before the interview, the interviewers made negotiations with the participants. As a result, consents were made about recording their voices using a call recorder device, and they all agreed with it. The telephone interviews were made at different times from 19 February 2021, to 3 March 2021, academic year, and all of the interviews were recorded using call recorder applications. The interview settings were carefully discussed and selected to manage distractions and inconveniences due to network problems and disturbances. For example, flexible hours were used to leave space for respondents to talk freely on the phone because there was no eye contact or body language to give the interviewer cues. Luckily, most of the participants were in the areas of active subscription and had good exposure to network access; only a few respondents hung up and ended the call, and connection problems were also encountered in some of the interviews. However, the conversations were held smoothly and patiently with those participants who were access to the full network.
The next section describes the method of analysis regarding both data collection instruments.

Data analysis
Data collected through the instruments described above were analyzed and interpreted. Factor analysis and descriptive statistics were employed for the quantitative data analysis, whereas manual codings were used to analyze the interview data. Firstly, to reduce a large number of variables into a small manageable size, factor Analysis (FA) was used. Factor analysis is a statistical technique that analyses the underlying covariance structure between variables to identify its basic structure (Humbert). Thus, to reveal the latent structure that underlies large datasets, FA reduces the number of variables submitted to the analysis to a few factors that will contain most of the information found in the original variables. Therefore, the outcome of the procedure is a small set of underlying dimensions, referred to as "factors" or "components" (Dornyei, 2007, p. 212). For instance, if we have gathered information about learners' academic language needs concerning their target needs and present proficiency, factor analysis is likely to produce two or more factors corresponding to the two domains.
Secondly, the responses to closed-ended questionnaire items for the instructor groups were analyzed using the Statistical Package for Social Sciences (SPSS) software, commonly used in Educational research and Applied Linguistics (Alfehaid, 2011;Dornyei, 2007). Thus, the questionnaire data were coded into the SPSS 20.0 version because the first step of data processing involves converting the respondents' answers to numbers through "coding procedures" (Dornyei, 2007, p. 180). As a result, statistical tools including mean, standard deviation, and sample (n) were run to measure reasons for learning English both in the target and present situations.
Finally, the interview data were analyzed to examine students' motivational reasons for learning English to substantiate the questionnaire data; thus, all interviews were audio-recorded, transcribed, and manually analyzed. In the final stage, representative quotes were selected for the results and discussion section.

Results and discussions
This research set out to explore first year students' motivational reasons for learning English as a foreign language. The result from the participants showed that most of the learners had instrumental motivations such as wanting to have a good grades, a good job, and to go abroad so that they want to study English/EAP in the University. Meanwhile, some of them expressed that students study English for integrative motivational reasons, and still others had blended motivational reasons while studying English.

Participants' perceptions of reasons for learning English at the university level
The 15 items under this section mainly focused on exploring reasons for learning English in the University, focusing on TSA and PSA. The analysis was made using the principal component analysis (for students' questionnaires) to reduce the larger number of items/variables into smaller factors/components.
A factor analysis was used to get a small number of components (preferably uncorrelated) from a large set of variables correlated to each other. Thus, Principal Component Analysis (PCA) was used to compute the responses given by the respondents based on the two main conditions necessary for factor analysis: a) there need to be relationships among the items or variables/ this means that factor analysis attempts to bring inter-correlated variables together under more general, underlying variables and b) the number of participants (sample size) need to be greater than the number of items /variables, i.e., the larger the sample size, the more reliable the resulting factors would be (Yong & Pearce, 2013). The analyses of the results are presented in the two tables below As shown in Table 1, SPSS output has listed the eigenvalues associated with each variable (item). Before extraction, 15 variables were identified in the preliminary analysis. However, in the initial factor analysis, four items (i.e., "I want to communicate with friends and instructors in the university", "I am interested in various English cultures, I think it is a very important component of my degree study", "it helps me to better perform in my academic/course study," and English plays a prominent role in business/commerce, social, technological and personal contacts) failed to load on any dimension significantly. Thus, the FA was repeated by discarding these four items. The results of this new analysis (with 11 items) confirmed three-dimensional structures including all commonalities over the required value of 0.40.
The eigenvalues related to each factor represent the variance explained by that particular linear component. The first few factors explain relatively large amounts of variance (especially factor 1), whereas subsequent ones explain relatively small ones. Then, SPSS extracts all factors with eigenvalues greater than 1, which leaves us with three factors in this analysis. The content of the items that load onto each factor to identify common themes is presented in the following "Rotated Component Matrix" Table 2 The tables (Tables 1 & 2) indicated that factor analysis was conducted using a PCA and Varimax rotation. The minimum factor loading criterion was set to 0.40. The commonality of the scale, which indicates the amount of variance in each dimension, was also assessed to ensure acceptable levels of explanation. Hence, the results showed that all commonalities of the 11 items over 0.40 were kept for the analysis; 4 of the items were discarded because the values recorded below 0.40 were invisible in the table. This means communalities less than 0.40 threshold could be a little bit of a red flag and could not be retained in any of the factors for the analysis.
An important step involved in considering the overall significance of the correlation matrix through Bartlett's Test Sphericity provides a measure of the statistical probability that the correlation matrix has significant correlations among some of the components. Therefore, the results were significant, x 2 (N = 308) = 679.130 (p < 0.001), which indicates its suitability for factor analysis. Furthermore, the Kaiser-Meyer-Olkin measure of sampling adequacy (MSA), which indicates the appropriateness of the data for factor analysis, was .847. In this regard, data with MSA values above 0.800 are considered meritorious for factor analysis. On the other hand, one way to assess how reliable this analysis did at explaining the relationships between those variables is to look at the percent of variance accounted for by the components. And in this study, the

Source: Survey data (2021)
component solution produced three factors for the scale, which accounted for 52.617% among the items in the study (see , Table 1 above).
The three factors that were identified as part of the factor analysis in the current study aligned with the underlying theoretical proposition of reasons for learning English at the university level focusing on target and present situation analysis. Factor 1 represented the underlying construct called an integrative reason for learning English. Students study the English language for integrative purposes, either in the target or present situation. The factor includes three items, such as 'I need English to communicate with foreigners, "learning English makes me a better-educated person," "learning English broadens my knowledge and view of the world," and "learning English helps me to better perform in my future profession." Another context that influences language learning is instrumental motivation, which refers to learning English for practical reasons (Lai, 2013). That means learners need to learn English for functional (instrumental) purposes. In the second factor thus respondents indicated that they need the English language for instrumental purposes such as studying their university courses and scoring good grades for their degree study. As a result, factor 2 gathers items, "English is a compulsory course for freshman students," "it is an interesting course that facilitates my studies," "I need it to score good grades/ to pass exams," and "I think it is a crucial component of my degree study." The finding showed that most of the students were more instrumentally motivated towards learning EAP than integrative motivation. Since both constructs are positively correlated, the third factor seemed to stand between the continua although more inclined to instrumental needs. That means their instrumental motivation slightly surpassed their integrative one in the current study, which contradicts the study conducted by (Mili, 2020). The findings indicated that most learners think integrative motivation is more effective in English language learning than instrumental motivation. Lai (2013) also revealed that learners with high integrative motivation view the language learning situation positively than instrumentally motivated students. However, many researchers believe that the two types of motivation (instrumental and integrative) correlate with success in learning a foreign language (Polatova et al., 2019). Factor 3 of the analysis, thus, falls between both motivational dichotomies. It includes, "it helps me solve the language problems I had when I was in secondary school," "English is the language most used for scientific and academic communication at present," and 'knowing English makes me feel more confident. Brown (2000) also pointed that both dichotomies of motivation are not necessarily mutually exclusive. Therefore, the results indicated that both motivational reasons for learning English at University seemed equally important. For instance, Sobhanmanesh (2021) indicated that integrativeness consisted of both pragmatic reasons for learning a foreign language (i.e., instrumentality) and the desire to integrate with an English-speaking community and culture. Hence, this may leave us with the assumption that both instrumental and integrative reasons may be essential factors to explain successful language learning, and the degree of impact of either context will depend on individual learners, educational contexts, cultural background, teaching methodology, and social interaction (Brown, 2000). That means learners rarely select one form of motivation when they need to study English, but instead a combination of both contexts in the target and present situation. The findings also suggest that the two orientations are not mutually exclusive. Gardner (1985) indicated that since the SLA process is highly complex, the complexity must be realized when considering motivation to learn a language. Motivation has to be looked at in its entirety and in relation to other characteristics of the individual (Ahmadi, 2011). Thus, second/ foreign language learning is rarely used up in exclusively instrumental or exclusively integrative contexts. Both target and present situations of NA involve a mixture of each motivational need.
Moreover, the other most commonly used procedure for deciding how many components or factors to retain for the analysis is the "scree plot." The scree plot was employed to reveal the In Figure 2, the scree plot indicates a visual representation of the variance the factors explain. Hence, from Table 1, one could notice that the first variance explained a lot (3.70). Variance two did a little more (1.08), and variance three explained a little more (1.01) of the total variance to retain for the analysis based on the rules of Eigenvalue greater than 1. Finally, the scree plot kept the factors with an eigenvalue greater than 1. All other components with eigenvalues less than one were discarded. So, according to the scree plot, we retained and interpreted the number of components above the scree as indicated in the previous discussion (seeTTable 1 above).
On the other hand, the teacher respondents were asked to express their perceptions about learners' reasons for learning EAP at the university level. It is believed that learners have different motivational needs for studying English at the university level. Since needs is linked to motivation and motivation impacts learning, particularly language learning, a learning program that is not relevant to the needs of the learners may not result in a productive learning experience (Pushpanathan, 2013). Students can also develop full commitment and engagement if their learning needs are fulfilled according to their purposes. Therefore, exploring participants' views about the need to learn English and reasons for learning it greatly impacts the success of learners' academic study. Once the students' reasons for learning English are confirmed, the following section dealt with the reasons for learning the course from instructors' perspectives.
Hence, the questionnaire consisting of 15 items/variables was presented to the instructors. The fifteen questions were designed on a five-point scale (i.e., from strongly agree = 5 to strongly disagree = 1). The contents of the questionnaire were similar to that of the students' questionnaire. The purpose was to discover their views about reasons for studying EAP as part of the university curriculum. The questionnaire was distributed to 64 instructors, of which 41 responses were returned. Since the sample size of teachers was too small to conduct factor analysis, descriptive statistics was employed. The questions indirectly underpin the notion of instrumental and integrative motivational needs of learning English. Such motivations can affect the present and target situations' desires of the learners. Thus, this section sheds light on the participants' views of reasons for learning English. Therefore, the results were interpreted based on the instrumental or integrative motivational needs of the learners. The following table reveals the results of the analysis. Table 3, the mean score for each item indicated the participants' agreement level. The higher mean score meant that the participants agreed/ strongly agreed, while the lower mean score implied they disagreed/strongly disagreed. However, the Table showed that the respondents rated between 3.71 (the least mean score) to 4.59 (the highest mean score). This means that the participants agreed that university students learn English for different reasons, because the calculated mean values above 3.41 revealed the respondents' agreement with the items (agree/ strongly agree). Thus, the overall mean score was (M = 4.12, n = 41, St. D = .96), which meant that the sampled participants perceived that students had to have motivational goals to learn the English language at the university level. According to the respondents, the learners' reasons for learning English could be instrumental or integrative.

As illustrated in
The themes were categorized based on the factor analysis conducted in the previous section (factor analysis of students' results). Accordingly, five of the items (1,4,5,7,9) were categorized under instrumental motivation (labeled as Factor 2) with an average mean score (M = 4.31). In contrast, six of the items (2, 3, 6, 8, 10, and 11) were labeled as integrative motivation (Factor 1) with a total average mean score (M = 3.86) to learn English as a university requirement. Similar to the factor analysis above, the instrumental motivation was higher than the integrative reasons of learning English. It is also apparent that four of the items, (i.e., "English plays a prominent role in business/commerce, social, technological and personal contacts" (M = 4.29), "Knowing English makes them (the learners) feel more confident" (M = 4.27), "English is the language most used for scientific and academic communication at present" (M = 4.20) and 'English helps them (students) to solve the language problems they had when they were in secondary schools (M = 4.12)) fall in both motivational orientations categories. The average mean score of these categories was (M = 4.28), which is a bit higher than the overall average mean score of the 15 items (M = 4.12). This implies that the respondents, as university instructors, may become aware of the importance and value of learning EAP at the university level for practical (academic) and integrative reasons. As for a broader definition of EAP/ESP, it is theorized that ESP/EAP is an approach to language learning and teaching in which all decisions related to content and method are based on the learner's reason for learning (Hutchinson & Waters, 1987;Hyland, 2006). This means that learners are motivated to study English for different purposes. These may be instrumental or integrative or may be either for immediate purpose or their target needs so that courses are required to be designed based on these learners' situations.
The analysis showed that first-year students should study communicative English courses for both target and present situation motives. They study the course for utilitarian goals that are related to holistic personal development (both academic and professional/integrative), either immediate (present situation) or for the longer term (target situation). This means that both target situation and present situation analysis are essential factors for learners' language needs analysis. Moreover, both needs are correspondingly important for learners' academic studies and professional advancement. Therefore, Basturkmen (2010) suggests, "target situation and present situation analysis can be seen as two sides of the same coin" (p. 138). Hence, both needs are essential for learners' academic studies and professional careers.
From the results, it can be concluded that both present and target needs are the main reasons for learning Communicative English skills course (in our case), and are central issues for English for Academic Purposes needs analysis. This strengthens EAP's role in the learners' present, and target needs situations (Khan et al., 2016). In addition, the finding indicated that the students are required to study academic English because it helps them in their academic studies. This finding may imply that the respondents realized the importance of learning English for instrumental and integrative purposes.
In addition, the participants were asked for their views about the reasons for learning EAP (Communicative English Skills) at University using semi-structured questions. They explained that the students have various reasons to study English; one among the several reasons they indicated that English is the medium of instruction in the University for their academic careers. They also explained that English is a global language because it plays a vital role in higher education worldwide. They also believed that teaching and learning EAP at this level is crucial to enhance learners' language proficiency while studying their courses. The following is extracted from the interview held with one of the participants.
I think the medium of instruction at this level is obviously English; so, English is not only a language; it's the language of the world because English plays an important role in higher education all over the world. So, I strongly believe that teaching Communicative English at this level is very vital. " . . . it [English] will advance students' language ability when they learn their courses at the university level." The above excerpt revealed that the interviewee had acknowledged the status of English as a linguafranca and its function as a global language and as a tool for communicative purposes in higher education. Hence, students need English for both target and present/learning situation reasons because, on the one hand, they need it for their target situations, and on the other, they want it to improve their current proficiency level. Regarding this argument, a study carried out by Souriyavongsa et al. (2013) noted that the English language is generally used as an international language for communication among people from different sorts of life in all parts of the world, especially in the education section; almost all university students need it for their academic studies to search information and obtain knowledge (Aisyah, 2020).
Similarly, the sample students agreed that they study English for academic purposes. They indicated it as an international language and used it to study other courses at the university level. The following excerpt is thus taken from one of the student participants. "I use English most of the time in the University, and English is an international language for many advantages. I learn all subjects in English, so I learn it." In summary, the analyses of the responses indicated various reasons that led to studying the EAP courses. Therefore, learners' present and target needs depend on various motivational reasons for learning English. In addition, their reasons for studying EAP indicate the type of teaching and learning activities that they require and expect from the course. Finally, it could be noted that students' reasons for learning the course may also give us the type of language skills they expect from the course.

Conclusion
This study aimed to understand learners' reasons for enrolling in EAP courses in the University through learners' needs analysis to identify their motivational orientations based on present or target situation analysis. Therefore, the results of the study revealed some observations. Based on the analyzed data, it was noted that although the level of instrumental motivation was higher than the level of integrative motivation from the participants' perspectives, both motivational reasons are important depending on the context in which EAP is taught. This fact is consistent with studies about the motivational issues of EAP conducted by researchers around the world(e.g., Ghanbarpour, 2014;Hashemi & Hadavi, 2014;Lin & Warschauer, 2011;Mun, 2011;Zanghar, 2012). For instance, in the current study, learners' motivation to learn English is for practical reasons because there is no context in which the students interact with the speaking community culture; thus, they study the EAP course to be successful in their academic study /to score good grades.
The findings also indicated that students learn English for different motivational orientations (integrative or instrumental) to succeed in their academic works. According to Polatova et al. (2019), when teaching a foreign language, a balance between integrative and instrumental motivation is necessary since only a reasonable combination of these two types help successfully master a foreign language. The analysis of the responses indicated various reasons that directed enrolment in the EAP course. Some of the participants' responses revealed integratively motivated, while others were more inspired instrumentally than integratively. Students' reasons for enrolling in the course influenced their needs and, ultimately, their learning outcomes. Further, their reasons for enrolling dictated the type of teaching and learning activities required and expected from the course makers. It could be established that students' reasons for enrolling in the course also directed the type of language skills training that they expected from the course. Information of this nature is often difficult to obtain without procedures such as learners' needs assessment.
To sum up, the current study has been conducted to identify the respondents' views and motivation towards the English language through analysis of learners' present and target situations. The findings show that the participants are aware of the importance of the English language (particularly, EAP) and have particular reasons for learning it, which is shown in the relation between instrumental and integrative motivation. In addition, based on the current findings, it is possible to note that course designers and EAP teachers should balance instrumental and integrative motivation while designing EAP courses to address students' academic study and professional career.