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Abstract

Abstract:This study evaluates an English language program focused on curriculum elements in a private high school in Arenillas, El Oro, Ecuador. The main objective was to examine the extent to which the program addresses students needs and the environmental factors that influence curriculum implementation. Participants included 65 students and three English teachers. A mixed-methods case study design was used, employing needs and situational analysis as key instruments. Data were gathered through printed questionnaires with Likert scales, multiple choice items, and open-ended questions. Quantitative data were analyzed using descriptive statistics and weighted averages, while qualitative responses underwent thematic analysis. The results showed that students prioritize communicative skills, especially speaking and listening, yet these are underrepresented in the current curriculum. In addition, limited class hours, scarce technological resources, and insufficient teacher training negatively affect program delivery. Although students and teachers recognize the societal and academic value of English, these perspectives are not adequately reflected in instructional practices. The study concludes that curriculum adaptation and investment in teacher training and infrastructure are essential to improve the program s relevance and impact.