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The present study investigates the English learning motivation and needs among university staff and faculty members to put forward some pedagogical implications. To this end, a survey was conducted on 155 university staff and faculty members of a private, comprehensive university. The questionnaire mainly included demographic information, and questions on English learning motivation and needs. The the survey results were derived through descriptive statistics, chi-square test, independent t-test, one-way ANOVA, and the multiple regression. The results showed that the younger the age, the higher the English learning motivation and needs. The results from the multiple regression analysis divulged a positive relationship between the English learning motivation and age (β= .028, ρ< .001) and the explanation power of this multiple regression model was 69.0%. Moreover, participants’ preferred modes of learning were also collected and most of them preferred online learning to conventional face-to-face instruction. Lastly, responses to the final open-ended survey question offered participants to elaborate on their English learning needs. Based on the results of the survey, some suggestions are made on institutional support required to improve the English proficiency of faculty members. This study hopes to make a practical contribution to the field of language learning