Many universities in China have offered English for Academic Purpose (EAP)programs to the freshmen and sophomores. However, few researches have been done on its learning effects. Based on affordance theory, this study attempts to explore affordance actualization in EAP learning environment among randomly selected Non-English major freshmen from an ecological perspective via qualitative research method. The results show that: 1)learning resources perceived and interpreted by participants are abundant, with multiple opportunities for interaction and positive actions;2)two factors play the negative roles in their ecological affordance actualization. The paper suggests that a learning environment appropriate to learners’ cognitive level be created when EAP programs to the first and second year of students are offered, to promote positive affordance actualization and to enhance learning outcomes.