Abstract:
The purpose of this study is to assess to what extent language teachers integrate language skills
in teaching and learning English at JCTE. The study particularly, found out teachers' knowledge
on the theoretical orientations of language skills integration, examined to what extent teachers
practically implement integrated language skills in EFL classes and identified the major factors
that might hinder the implementation of language skills' integration in EFL classes. To this end,
the study employed descriptive survey method, which involves both quantitative and qualitative
data gathering tools to enrich data. Accordingly, JCTE was selected through availability
sampling. Then, all the 6 EFL instructors along with 46 EFL students which sum up to 52 were
selected through purposive sampling as respondents for the study. To collect the necessary data
for the study, two sets of questionnaire were employed as the main data collecting tools. Besides,
classroom observation, interview and content analysis were utilized to supplement and
substantiate the data gained through the questionnaire. To analyze the quantitative data,
frequency, percentage, mean and standard deviation were utilized. The qualitative data were
analyzed thematically.
The results of the study reveal that the instructors were not capable enough on the knowledge
and the theoretical orientations of language skills integration in EFL classes. In addition, it was
found that the teachers lacked practical skills on the implementation of language skills
integration in EFL classes. Furthermore, the study revealed that: instructors did not teach two
language skills in integration in speaking, writing, reading and listening lessons; that is, they
hardly taught four language skills in integration in these lessons, they rarely used
communicative activities and project work, some of the instructors could not effectively play
their managerial roles and most of them hardly used various teaching aids and equipment, most
instructors frequently used whole class organization at the expense of pair and/or group
organizations, a number of hindrances which related to the College, the students and the
instructors directly or indirectly impeded the implementation of language skills integration in
EFL classes. Generally, the study indicated that the module did not create a fertile ground for
integrated language skills teaching/learning in EFL classes. That is, the organization and
balance between the macro and micro skills of the language skills development in the module
was not appropriate to the learners and learning situation. Thus, the skills integration and the
development of discourse and fluency skills were not given sufficient attention.
