In 1982-83 a formative evaluation of the second-year English as a second language program at the University of Puerto Rico was conducted to examine whether the current curriculum was meeting the English language needs of the students. The instrument used was a questionnaire in Spanish to measure the students' self-assessed proficiency in English, motivations and attitudes toward the language, and current and projected uses of English. It was completed by 864 students enrolled in low-intermediate skills-oriented classes. Half the students reported good reading comprehension. While 81% stated that they liked English, 77% felt their attitudes had improved since elementary school. Although English is required in Puerto Rico, and students see it as important because of Puerto Rico's relationship with the United States, they felt that the language had been forced on them. However, they did not feel English skills had any negative effect on their Spanish. Half admitted apprehension in speaking English. The skill most immediately sought was reading, but speaking was the skill felt to be most needed in the future. The greatest need for improvement was also in reading skills. Most planned to take an English elective course in the future, especially if it were a conversational course. More than a third preferred an English requirement longer than the current two years. Other motivational and activity findings are reported and related to curriculum planning. (MSE)