1. What is Environmental Analysis? Environmental analysis is a process for identifying all external and internal elements that can affect the performance of an organization and evaluating the level of threat or opportunity they present. These assessments are then incorporated into the decision-making process to better align strategies with the organization’s environment (Hewbert, 2010). According to Nichols and Nicholls (1978), environmental analysis also involves examining factors such as pupils, their backgrounds, the school climate, staff, facilities, and equipment to inform curriculum planning. J.K. Preser and Professor Jimmy Arthor (2008) describe it as pinpointing environmental factors that significantly influence organizational operations.

2. Population and Study Scope The Mass Communication Department teaches language and communication skills as a vital part of their programs. Our research focused on electronic media students who had taken a course taught by a PhD holder in political cartoons from Malaysia. The teacher used a grammar translation method and article reading as teaching methods.

3. Research Procedure Our classmate Mubeen Shah facilitated our access to the Mass Communication Department with the director’s permission. The director’s signature was obtained without any issues, and Mubeen’s classmates cooperated in filling out our questionnaire.

4. Situation Overview The department offers language courses in German, French, Chinese, Arabic, and English during summer vacations, taught by highly qualified teachers. Last year, Rao Kashif, a lecturer of ELTL, taught these courses. Emphasis on language skills is crucial for students entering print media, electronic media, and advertising.

5. Teacher’s Factor When discussing the teaching of English, the teacher expressed a preference for teaching research subjects related to media, indicating a lack of interest in teaching English.

6. Learner’s Factors Constraints and Their Effects on Curriculum:

1. Prior English course completion – Use reading activities for output.
2. Interest in learning English – Maintain student interest.
3. Preference for varied topics – Use diverse topics in activities.
4. Capability in various activities – Implement role plays and dialogues.
5. Preference for individual work – Provide notes and individual activities like speeches.
6. Use of Urdu – Teacher-centered activities.
7. Urdu aiding English learning – Use Grammar Translation Method (GTM).
8. Focus on grammar improvement – Use meaning-based and form-based grammar.
9. Lack of teacher-prepared material – Use textbooks and ready-made materials.
10. Teacher handling group work – Assign group tasks.
11. Teacher’s own materials – No need for ready-made materials.
12. Limited time for marking – Conduct all activities in-class with formal assessments.
13. Inadequate feedback – Provide activities that allow proper feedback.
14. Preference for whiteboard – No need for a projector.
15. Proper chair arrangement – Facilitate group activities.
16. Achieving language learning goals – Cover the syllabus within the given time.
17. Use of textbooks – Provide functional and structural English books.
18. Availability of audio-visual instruments – Assign listening and speaking activities.
19. Use of English outside class – Allow class time for speaking practice.

7. Conclusion The analysis revealed that students are not motivated to learn English for job purposes, as 95% of media channels are in Urdu. However, they are interested in improving their English grammar. They have access to ample resources, including a media house and radio channel, which facilitate practical exercises in talk shows and newscasting.

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