Teachers’ perceptions of implementation of integrated skills approach in teaching legal english at ho chi minh city university of law

rnrndnrndrnrn
MINISTRY OF EDUCATION AND TRAINING
HO CHI MINH CITY UNIVERSITY OF LAW

GRADUATION THESIS
B.A. DEGREE IN ENGLISH
Major: Legal English
TEACHERS’ PERCEPTIONS OF IMPLEMENTATION OF
INTEGRATED SKILLS APPROACH IN TEACHING
LEGAL ENGLISH AT HO CHI MINH
CITY UNIVERSITY OF LAW

Supervisor: Pham Thi Phuong Anh, M.A.
Student: Nguyen Van Phuc
Student ID: 1952202010047
Class: LE44B

Ho Chi Minh City, 21 June 2023
Ho Chi Minh City, 21 June 2023


MINISTRY OF EDUCATION AND TRAINING
HCMC UNIVERSITY OF LAW
FACULTY OF LEGAL LANGUAGES

TEACHERS’ PERCEPTIONS OF IMPLEMENTATION OF INTEGRATED
SKILLS APPROACH IN TEACHING LEGAL ENGLISH AT
HO CHI MINH CITY UNIVERSITY OF LAW

Submitted by:
Nguyen Van Phuc

Supervised by:
Pham Thi Phuong Anh, M.A.

Ho Chi Minh City, 21 June 2023


STATEMENT OF AUTHORSHIP
I, Nguyen Van Phuc, hereby declare that this thesis entitled “Teachers’
Perceptions of Implementation of Integrated Skills Approach in Teaching Legal
English at Ho Chi Minh City University of Law” is my original work and that I
have fully acknowledged all the sources that I have consulted during the research
process.
As the author of this thesis, I assert my authority and ownership over its
contents, and take full responsibility for its accuracy and validity. Furthermore, I
declare that no part of this work has been submitted for any other academic award
or qualification.
I affirm that the research, analysis, and findings presented in this thesis
represent an important contribution to the field of Foreign Language Teaching and
Learning, and that I am fully qualified to undertake this thesis.
Ho Chi Minh City, June 21, 2023

Nguyen Van Phuc

Ⅰ


ACKNOWLEDGEMENTS
First, I would like to express my gratitude to my thesis advisor, Mrs. Pham
Thi Phuong Anh, whose guidance and support have been indispensable throughout
my research journey.

Second, I am deeply grateful to the participants who generously gave their
time and shared their knowledge for my study. Their valuable insights and
contributions have been crucial to the success of my thesis.
Third, my thanks also go to my family and friends for their love and support.
Without their encouragement and understanding, I would not have been able to
complete this thesis.
Lastly, I want to thank all those who have influenced my academic journey,
directly or indirectly, and equipped me with the knowledge and skills to undertake
this study.

Ⅱ


ABSTRACT
Research on the Integrated Skills Approach for teaching General English is
plentiful, while that on English for Specific Purposes is increasing. However, there
has been little research on the use of this approach for teaching Legal English, a
sub-type of English for Specific Purposes. This study investigated teacher’s ways of
implementing the Integrated Skill Approach in teaching Legal English and their
perspectives about the approach. Two research questions were designed, namely (1)
How do teachers implement the Integrated Skills Approach in teaching Legal
English?; (2) How do teachers perceive the Integrated Skills Approach? It is a
qualitative research conducted at the Department of Legal English of Ho Chi Minh
City University of Law, from March to June 2023. Data were collected from
semi-structured interviews with 5 teachers of the mentioned Department, and
analyzed thematically. The findings of this study show that the participants used a
variety of teaching activities and materials, with presentation and discussion, as well
as online resources, being favored. Furthermore, the participants placed significance
on the input process and used various methods to implement it. Additionally, they
reported that the Integrated Skills Approach was effective at increasing students’

motivation and suitable for Legal English teaching, despite being demanding in
time and effort. This study may guide teachers, students and academicians wishing
to apply this approach or being curious to know more about the approach to
language instruction.
Keywords: English for Specific Purposes, Foreign Language Acquisition,
Integrated Skills Approach, Language Instruction, Legal English, Qualitative
research, Teaching Methodology, Teaching Strategies, Perspectives.

Ⅲ


TABLE OF CONTENTS
STATEMENT OF AUTHORSHIP____________________________________Ⅰ
ACKNOWLEDGEMENTS__________________________________________Ⅱ
ABSTRACT______________________________________________________ Ⅲ
TABLE OF CONTENTS____________________________________________ Ⅳ
LIST OF ABBREVIATIONS________________________________________ Ⅴ
CHAPTER 1: INTRODUCTION______________________________________1
1.1 BACKGROUND OF THE STUDY________________________________1
1.2 STATEMENT OF PURPOSE_____________________________________3
1.3 RESEARCH QUESTIONS______________________________________ 3
1.4 SIGNIFICANCE OF THE STUDY________________________________ 3
1.5 OVERVIEW OF THESIS CHAPTERS_____________________________ 4
CHAPTER 2: LITERATURE REVIEW________________________________ 6
2.1 INTEGRATED SKILLS APPROACH_____________________________ 6
2.1.1 OVERVIEW OF INTEGRATED SKILLS APPROACH___________ 6
2.1.2 ADVANTAGES OF INTEGRATED SKILLS APPROACH________ 8
2.1.3 DISADVANTAGES OF INTEGRATED SKILLS APPROACH____ 10
2.1.4 INTEGRATED SKILLS TEACHING TYPES__________________ 12
2.1.4.1 CONTENT-BASED INSTRUCTION_____________________12

2.1.4.2 TASKED-BASED INSTRUCTION______________________ 13
2.1.5 INTEGRATING SKILLS TECHNIQUES_____________________ 14
2.1.5.1 TEACHER ROLE REDEFINITION_____________________ 14
2.1.5.2 SPECIFIC APPROACHES_____________________________ 15
2.1.6 FACTORS IMPEDING SKILLS INTEGRATION_______________ 16
2.2 INTEGRATED SKILLS APPROACH FOR ENGLISH FOR SPECIFIC
PURPOSES____________________________________________________ 18
2.3 OVERARCHING THEORY____________________________________ 21
CHAPTER 3: METHODOLOGY____________________________________ 23

Ⅳ


3.1 RESEARCH METHODOLOGY_________________________________ 23
3.2 DATA COLLECTION_________________________________________ 23
3.3 DATA ANALYSIS____________________________________________ 25
3.4 PEDAGOGICAL SETTING AND PARTICIPANT DESCRIPTION_____ 25
CHAPTER 4: RESULTS AND DISCUSSION__________________________ 28
4.1 WAYS OF IMPLEMENTATION_________________________________ 28
4.1.1 REPEATED USE OF PRESENTATION AND DISCUSSION
ACTIVITIES_________________________________________________28
4.1.2 ONLINE RESOURCE USAGE AS A SUPPLEMENTARY SOURCE
TO COUSEBOOKS___________________________________________ 31
4.1.3 INPUT PRIORITIZATION_________________________________ 32
4.2 TEACHERS’ PERCEPTIONS___________________________________34
4.2.1 INCREASE IN LEARNERS’ MOTIVATION__________________ 34
4.2.2 TIME-CONSUMING AND EFFORT DEMANDING TASKS_____ 36
4.2.3 BEING APPROPRIATE FOR TEACHING LEGAL ENGLISH____ 39
CHAPTER 5: CONCLUSION AND IMPLICATIONS___________________ 41
5.1 SUMMARY_________________________________________________ 41

5.2 CONCLUSIONS_____________________________________________ 41
5.3 LIMITATIONS AND IMPLICATIONS FOR FUTURE STUDIES______ 43
REFERENCES____________________________________________________44
APPENDIX_______________________________________________________ 52

Ⅳ


LIST OF ABBREVIATIONS

Abbreviation

Definition

CBI

Content-based Instruction

CT

Constructivism Theory

DLE

Department of Legal English

EFL

English as a Foreign Language

ESL

English as a Second Language

ESP

English for Specific Purposes

GE

General English

HCMULAW

Ho Chi Minh City University of Law

ISA

Integrated Skills Approach

LE

Legal English

TBI

Task-based Instruction

Ⅴ

CHAPTER 1: INTRODUCTION
1.1 BACKGROUND OF THE STUDY
English for Specific Purposes, commonly referred to as ESP, has been a
prominent aspect of English Language Teaching since the 1960s. The blossoming
era of ESP has been recognized as a result of various events such as the Second
World War in 1945, the swift development in scientific and technological
advancements, the heightened usage of English as the global language for science,
technology, and commerce, and the greater number of global students learning
English as a Second or Foreign Language (ESL/EFL). Given this situation, in
conjunction with Vietnam’s integration into the global economy, educational
institutions at tertiary levels in Vietnam have been including ESP courses in their
foreign language curricula to meet learners’ demands.
ESP is basically different from General English (GE) as ESP focuses on
specialized language for specific industries or fields. Its crucial point is “English is
not taught as a subject separated from the learners’ real world (or wishes); instead, it
is integrated into a subject matter area important to the learners” (Rahman, 2015).
Despite the tailored content and goals of ESP, the traditional approach to teaching it
often concentrates on individual language skills in isolation. Hidalgo (1997) and
Nguyen (2015) elaborated that traditional ESP teaching methods concentrate on
increasing the range of technical terms and enhancing their skills of reading and
translation. As a result, learners may “know” the language but are unable to “use” it
in natural communication.
Having said that, a shift towards incorporating communicative aspects of the
English language into ESP courses, in conjunction with students’ changing needs
has made it necessary to revise the ESP traditional practice. Changes are taking
place both in the design of ESP materials as well as techniques and methods with an
emphasis on more than just remembering terms, structures, and comprehending
texts. As in the case of students enrolling in ESP courses at the University of Nariño
in Pasto, they expressed the need to not only comprehend spoken English but also

1


communicate fluently in the language for their future endeavors because it would
not only aid them in their academic pursuits but also prove useful in their
professional careers (Hidalgo, 1997).
In fact, there are many methods and approaches that are considered
appropriate and can be used effectively in ESP classrooms pursuant to students’
needs (Belcher, 2006). However, with the advent of diverse language education
methodologies, the Integrated Skills Approach (ISA) has garnered attention for its
potential to enhance ESP classes' effectiveness.
Integrated Skills Approach is the integration of two or more language skills,
namely Listening, Reading, Speaking Writing, in a lesson in order to provide a
communicative and interactive framework of language teaching and learning
(Oxford, 2001). ISA has been widely used and adopted in educational settings
across the globe, especially for GE classes, to ensure that students gain authentic
and meaningful learning experiences that foster their communicative competence
and real-world preparedness. Embracing this approach in ESP teaching presents an
opportunity to revolutionize language education and significantly improve learner
outcomes.
There has been a significant amount of research conducted on ISA, which
has been classified into two categories based on their objectives. The first category
focuses on determining effectiveness, and the second category is dedicated to
exploring the attitudes of learners and teachers. Shatnawi (2005), Alptekin, Erỗetin
and Bayyurt (2007), Askildson (2008), Borhany, Tahriri and Tous (2015) offer
effective illustrations of the former, while Mitrofanova and Chemezov (2011),
Sanchez (2000), Akram and Malik (2010), Bose (2003), Faydi (2003) provide
excellent examples of the latter, with all the studies concentrating on teaching GE.
While there has been increasing interest in researching ISA in teaching ESP, with

numerous studies undertaken in that field, such as the ones conducted by Al-Abdely
and Al-Jamal (2019), Hu and Li (2019), Wang and Xiao (2017), and Chen and Li

2


(2019), the application of ISA in LE courses has yet to receive much attention,
which will be addressed in this study.
1.2 STATEMENT OF PURPOSE
This study was conducted with the teachers of the Department of Legal
English (DLE) who had been implementing the ISA in teaching LE classes at Ho
Chi Minh City University of Law (HCMULAW). Its main aim was to explore how
teachers implement and perceive this approach. The study findings would be
particularly valuable as they will provide empirical evidence and contribute to the
existing body of knowledge on LE teaching and learning.
1.3 RESEARCH QUESTIONS
The study attempted to address the two following research questions:
1) How do teachers implement the Integrated Skills Approach in teaching Legal
English?
2) How do teachers perceive the Integrated Skills Approach?
1.4 SIGNIFICANCE OF THE STUDY
First, the ISA has been studied and employed widely by lots of educational
institutions around the world to teach GE classes. While applying this approach for
ESP classes is getting more attention, that for LE classes has generally been little
addressed both in Vietnam and other countries. For this reason, it is believed that an
analysis of the methods and perspectives of the teachers experiencing this approach
will be useful for other teachers, administrators, and academicians interested in
English Language Teaching.
Second, ISA proves to be especially effective for GE classes with a number
of benefits such as students' and teachers’ motivation, authentic and enjoyable

learning environment, improved communicative competence and active learning,
etc. (Adolfo-Escribano & Sánchez-Méndez, 2020). This study will shed light on
whether these benefits are true with LE classes with the data collected from the
mentioned participants.

3


Third, Wang (2017) pointed out that previous studies have predominantly
centered on ISA from the perspective of students. As a result, language teachers'
perceptions and attitudes towards integrated language skills teaching are commonly
neglected, with more emphasis placed on educating teachers on the approach's
content and effectiveness, as stated by Karavas (1996). This study seeks to address
this gap by gathering data on teachers' viewpoints to contribute to a more
comprehensive understanding of integrated teaching and learning.
Lastly, the current implementation of ISA at the DLE of HCMULAW
provides this study with immense significance as it will reveal how the ISA was
executed, along with its strengths and limitations based on teachers' perspectives.
Consequently, this study's findings could serve as a valuable foundation for other
researchers who aspire to investigate language skills teaching in LE classes or ESP
classes in general through an integrative approach.
1.5 OVERVIEW OF THESIS CHAPTERS
The content of the study was structured and presented as follows:
Chapter I: This particular chapter delves into the research's topic and
background. It also provides a detailed account of the research questions, the
purpose, and the significance of the study.
Chapter II: The core foundations and the overarching theory that supports
the study are outlined in this chapter.
Chapter III: This chapter elaborates on the methodology of the study,
primarily highlighting how data were collected, analyzed, and subsequently

presented. Additionally, it provides a description of the study population and the
pedagogical setting.
Chapter IV: The fourth chapter is dedicated to the analysis and
interpretation of the study's results.
Chapter V: The summary, conclusions and implications for future studies
are settled down.

4


Finally, the relevant appendix is attached at the end of the study, following
Chapter V.

5


CHAPTER 2: LITERATURE REVIEW
2.1 INTEGRATED SKILLS APPROACH
2.1.1 OVERVIEW OF INTEGRATED SKILLS APPROACH
Until the late 1970s, the four language skills were taught separately due to
the prevalence of traditional language teaching methods such as the Grammar
Translation Method, Structuralism Approach and Total Physical Response, among
others (Richards & Rodgers, 2001). Previously, when the Grammar Translation
Method was dominant, learning activities mostly involved dissecting the rules of
English grammar and interpreting literary works from English into the students'
native language. However, this approach did not equip students with the necessary
skills to communicate effectively in their daily lives. Another example is the
Structuralism Approach which considers language as an intricate system of
interconnected components. In this approach, the main aim of language teaching is
to assist students in acquiring mastery over language elements and understanding

the regulations that govern the combination of these elements. For example, the use
of phonemes to form morphemes or the use of words to create phrases and
sentences (Usó-Juan & Martínez-Flor, 2006). As a result, students possessed
considerable knowledge about the language's elements and rules; however, they
encountered difficulty when it came to utilizing them for communication purposes.
This was parallel with the observation conducted by Tajzad and Namaghi’s (2014)
who stated that Iranian EFL learners had a decent grasp of language elements like
grammar, vocabulary and the like. Nonetheless, they struggled to use them
effectively for communication in English because class time was primarily spent on
grammar, vocabulary and reading skills in isolation, with limited opportunities to
integrate language skills in practical situations. These kinds of methods and
approaches are referred to as the Segregated Skills Approach which was eventually
challenged with the introduction of Communicative Language Teaching in the late
1970s. Additionally, with learners striving for not only language proficiency but

6


also appropriate usage in social and communicative environments, the ISA surfaced
as a promising alternative to meet the evolving learning needs.
ISA is the integration of at least two of the traditional four language learning
skills, namely Listening, Reading, Speaking, and Writing (Honeyfield, 1988).
Widdowson (1978) was an early proponent of this approach and argued that
language is not employed in isolation but in socially contextualized discourses. The
ISA posits that using all four language skills in isolation is uncommon, as people
naturally leverage multiple skills to accomplish a single task. For instance, when
engaging in a conversation, individuals actively listen and speak to communicate
effectively. Similarly, during lectures, students listen to the lecturer and take notes,
which may progress into discussions or comments among attendees.
According to Oxford's (1992) perspective, learning ESL or EFL can be

compared to a tapestry that is made up of various intertwined strands. These strands
include the teacher's and student's traits, the learning environment, and the
languages being used. To achieve the best results, the four primary language skills reading, listening, writing, and speaking - should be integrated during instruction.
This will lead to practical and optimal interaction between the skills. If the skills are
taught in isolation, they will not be able to support or interact with each other.
Richards and Schmidt (2002) added that “integrated approach is the teaching
of the language skills of reading, writing, listening, and speaking, in conjunction
with each other, as when a lesson involves activities that relate listening and
speaking to reading and writing”. Harste, Woodward, and Burke (1984) further
postulated that every instance in which an individual speaks, writes, listens, or reads
adds to a "data pool" of encountered language that can later be drawn upon.
Therefore, rather than keeping language skills separated, they emphasized that all
forms of language expression and their integration support growth and development
in literacy. Nan (2018) shared this belief and reported that any development in one
of the four skills can lead to the development of other skills and eventually improve
overall language proficiency.

7


On the basis of the definitions above, it is apparent that when a person uses a
language to communicate, they utilize a combination of language skills. In certain
forms of communication, people even apply all of the skills at the same time. To
illustrate, during a presentation, the presenter displays pre-written slides for the
audience to read and follow along. The presenter then provides verbal explanations
while the audience takes notes. During the “Question and Answer” session, both the
listeners and presenter take turns listening and speaking by asking and answering.
Realizing this, to ensure that students can effectively use the language they are
learning in real communication, it's important to teach these skills in an integrated
manner. Byrne (1986) stressed that "we should be looking for opportunities to knit

skills jointly, because this is what happens in actual life”.
This integration is even possible in single-skill courses, “some courses
labeled according to one specific skill might actually reflect an integrated-skill
approach after all” (Oxford, 2001). For example, in a course designed for Advanced
Reading, teachers provide verbal instructions in English, which requires students to
employ their listening skills to understand the tasks. Students may also discuss the
text or summarize it in oral or written form. This integration allows learners to
experience language through a range of modalities, which promotes a deeper
understanding of the language and enhances motivation (Celce-Murcia & Olshtain,
2000).
2.1.2 ADVANTAGES OF INTEGRATED SKILLS APPROACH
The implementation of ISA presents some benefits. As Carols (1990)
suggested, there are four main advantages.
First, it ensures continuity in teaching/learning programs as tasks are closely
linked to one another. Hence, students can see the relevance and usefulness of the
language they are learning, which can boost their motivation levels and involvement
and ultimately improve their language proficiency (Grabe & Stoller, 2020).
Second, it enables activities to be designed in such a way that input precedes
output, which allows learners to have a solid foundation of language input before

8


producing language output that is more accurate, fluent and contextually correct
(Swain, 1985). Furthermore, it fosters a secure learning environment, particularly
suited for weaker or less confident learners, by providing ample time to process the
language input. This approach allows students to comprehend the language structure
and vocabulary comprehensively, establishing a strong foundation for speaking
accurately and fluently. Indeed, in some cases, shy students may be hesitant to use
the new language in front of others. However, with sufficient input processing time,

they gradually develop greater confidence in their language proficiency, allowing
them to experiment with language output without fear of assessment or judgment.
Third, it promotes realistic learning by allowing the development of four
skills within a communicative context. For instance, in a language classroom,
learners might engage in group discussions, where they practice their speaking and
listening skills in a communicative context while also developing their reading and
writing skills as they take notes and synthesize ideas. Moreover, they may be also
provided with opportunities to engage in authentic language use, such as role-plays,
simulations, and games. This type of language use enables learners to practice and
develop their language skills in a more dynamic and realistic context that can better
prepare them for real-life communication as they learn to develop pragmatic
language skills, such as appropriate language use, which are crucial in achieving
successful communication in everyday situations.
Fourth, it offers the opportunity to apply language learned in different
contexts, which can increase students’ motivation and help them in the revision of
the previously taught language.
Oxford (2001) identified another upside of the ISA, stating that incorporating
an integrative language skill teaching approach enables teachers to create dynamic
and engaging lessons that foster student participation through various activities and
interactions. Incorporating activities like games, role-plays, debates, group
discussions, and problem-solving tasks provide learners with a low-risk
environment where they can practice and receive valuable feedback from their

9


peers, allowing them to correct mistakes and gain confidence. While they work with
one another, the teacher can monitor their proficiency in each of these areas and
provide feedback and guidance as needed. This method keeps record of their
progress and provides feedback to learners enabling the teacher to gauge learner’s

skills and adjust tasks based on the results. Another way that the ISA can help
teachers create engaging lessons is by enabling them to employ a wide variety of
learning resources. By using diverse media sources, such as videos, podcasts, or
music, learners gain exposure to a range of authentic spoken language that helps
them to become more comfortable and proficient in using the language actively.
Teachers can also leverage technology to provide interactive and interactive
language assignments and opportunities for learners to practice, learn and progress
outside the classroom.
Lastly, the ISA emphasizes the fact that mastering a language is not just
about academic pursuits or passing examinations, it is a tool for interacting and
connecting with others (Fotos & Nassaji, 2007). This encourages the acquisition of
practical language skills as opposed to just memorizing words and grammar rules.
2.1.3 DISADVANTAGES OF INTEGRATED SKILLS APPROACH
Many experts in the field of language education promote the ISA as a
beneficial teaching method. However, like all instructional approaches, it has some
drawbacks. As stated by Hungyo and Kijai (2009), implementing this approach can
be time-consuming for teachers as they need to create interactive, motivating, and
authentic lessons. Compared to the traditional or the Segregated Skills Approach, it
requires more effort from teachers to search for materials and develop activities.
Furthermore, since it is a relatively new concept in many educational settings,
English language teachers may not be adequately trained to use this method. As a
result, they may feel uncertain, hesitant, or unenthusiastic when expected to teach
with the ISA.
Overwhelming students and limited attention to individual’s interests would
be another two drawbacks of this approach. Several studies suggest that certain

10


students view the approach as too difficult or complicated. Li's research (2011)

revealed that while the ISA proved advantageous in certain scenarios, it was
overwhelming for some students, particularly for those new to English Language
Learning. Furthermore, Nassaji and Fotos (2004) discovered that some learners
found the use of ISA to be complex, particularly during activities that required them
to employ multiple competencies simultaneously in real-time communication. In
addition to being overly complex, the ISA approach can also be problematic for
meeting the unique needs of individual language learners. Dornyei and Ushioda
(2011) pointed out that the approach relies heavily on group or pair activities and
therefore, learning may be problematic to personalize the attention and support
required by individual learners. It is well known that every learner has distinctive
learning styles, interests, and motivation levels that could impact their language
learning experience. Some students may prefer traditional methods that revolve
around vocabulary and grammar drills, while others may find communicative
activities and interactions more effective (Kumaravadivelu, 2003). Furthermore, the
group dynamic of ISA instruction may limit opportunities for interaction and
feedback between learners and instructors, which in turn could impede the progress
of some students, especially those requiring one-on-one instruction due to learning
disabilities.
In addition to the disadvantages mentioned, it has also been suggested that
the approach can lead to a lack of attention to individual language skills. This lack
of attention could then have negative consequences for learners, particularly in
specific language acquisition areas (Goh, 2013). According to Goh, various
language activities in the teaching approach, while essential in building
communication skills, might not adequately address these specific areas and may
impact the acquisition of specific language areas such as pronunciation, grammar,
and vocabulary. For instance, vocabulary learning might suffer in integrated tasks,
as the focus becomes communication through the integration of different skills
rather than enhancing the vocabulary knowledge of the learners. Although learners

11

may still practice these language skills within integrated activities, the ISA could be
too general for some learners, which could result in less detailed attention to
language acquisition. Additionally, some teachers who rely solely on this approach
may only correct small grammar errors or incorrect usage of specific vocabulary
when they interfere with communication rather than correcting them for accuracy
and mastery purposes. This lack of attention to accuracy or details in certain
language elements could result in miscommunication or misunderstandings among
learners, which hinders their overall language proficiency.
2.1.4 INTEGRATED SKILLS TEACHING TYPES
Generally, as stated by Alaye & Tegegne (2019), there are numerous ways to
approach integrated-skill teaching, including Content-based Instruction (CBI),
Tasked-based

Instruction

(TBI),

Literature-based,

Literacy-based,

Community-based, Genre-based, Discourse-based, Project-based, Network-based,
Technology-based,

Corpus-based,

Interaction-based,

Competency-based,

or

Standards-based. However, CBI and TBI are the most commonly used approaches,
attention will be drawn upon understanding the differences between the two.
2.1.4.1 CONTENT-BASED INSTRUCTION
CBI is probably the most common form of the integration of skills. With this
mode, students can practice language skills through activities related to a specific
subject like education, physics, culture, or science. This mode allows students to
practice all the language skills in a communicative manner while learning about
specific subjects. The topic or the theme of the subject matter is considered as a
“basic building block” to unify language skills (Robson, 2002). That is to say,
language is perceived as a medium to learn content and content is viewed as a
source for learning and improving language.
Although CBI holds significance for all levels of proficiency, the nature of
the content may vary based on the level of proficiency (Brinton, Snow & Wesche,
1989). For instance, the content designed for beginners typically focuses on
fundamental social and interpersonal communication skills. However, as they

12


progress beyond the beginning level, the content may become more complex and
scholarly.
CBI consists of three major models: theme-based model, adjunct model and
sheltered model (Scarcella & Oxford, 1992).
In the theme-based model, the integration of language skills and the study of
a topic occurs. The topic carefully selected is chosen to captivate students' interest
and provides ample opportunities for learners to practice different language skills.

This method utilizes the context of the chosen topic to facilitate language use. In
this case, a theme/topic turns out to be a “catalyst” to incorporate two or more
language skills (Cunningsworth, 1995; Hauptamann, 1988; Brown, 2001).
In terms of the adjunct model, it allows students to take both a language
course and a content course at the same time. The materials and assignments of both
courses are coordinated to complement each other, thereby aiding students in their
understanding of the content course through the language course. Given this, the
language teachers have to cooperate with the content teachers (so-called subject
teachers) in a way that allows the language teachers to get information according to
the language forms and language skills provided from the content teachers. Then,
students can learn the content by developing language skills with the help of the
language teachers. A good example of this model can be ESL Science or ESL Math.
Finally, the sheltered model enables students to gain a deep understanding of
the subject matter by presenting it through clear and straightforward language
adapted to their language proficiency levels (Oxford, 2001). That is to say, while the
main point is to present and deliver content in a comprehensible way to language
learners, the main focus is on the lessons themselves, with language being less
important.
2.1.4.2 TASKED-BASED INSTRUCTION
Through TBI, students actively participate in communicative tasks in
real-world settings, allowing them to use the target language in authentic contexts.
These tasks can stand alone as independent units, involving interpreting, creating,

13


editing, or interacting through the language. The main focus of TBI is on conveying
the message, rather than on the structure of the language itself, as stated by Nunan
(1989). To help learners improve their language proficiency, they are assigned tasks
to collaborate in pairs or groups to solve problems, produce a product or complete a

specific task while communicating with each other solely in the target language. For
instance, they may work together to analyze a legal case, create a poster, or perform
scenes from a play. The aim of such tasks is to merge different language skills,
promote meaningful communication, and foster holistic language learning.
TBI is applicable to all students at all language proficiency levels. However,
the nature of the task changes because higher levels of language means that the
tasks become more challenging. Specifically, beginners in a class could be
requested to introduce themselves and share a piece of information about their
peers. On the other hand, advanced students may be asked to carry out more
complex and demanding activities like conducting a public survey in a school,
university, or shopping complex (Oxford, 2001).
Richards and Rodgers (2001) and Brown (2001) identified that there are two
types of TBI: pedagogic tasks and real-world tasks. Pedagogic tasks are tasks that
learners are less likely to involve outside the classroom such as when two learners
have to find the differences between two pictures or when a group of students
engage in an information gap activity. Despite being less practical in the real world,
these tasks help students build up the language skills that they may take advantage
of and transfer to perform real-world tasks which refer to tasks that simulate the
practical application of language skills, serving as a rehearsal for real-life scenarios.
Making a presentation, preparing reports or carrying out a role-play in which
students practice a job interview would be some typical examples of this kind.
2.1.5 INTEGRATING SKILLS TECHNIQUES
2.1.5.1 TEACHER ROLE REDEFINITION
The traditional approach to teaching views the teacher's role as more
important than that of the student, particularly before the twentieth century. As

14


Cortazzi and Jin (1996) specified, teachers were seen as the primary "knowledge

givers" exerting a significant level of influence over their students. They were
responsible for various roles, including being a language model, lesson planner,
learner practice supervisor, and evaluator of learner performance. Additionally, they
were accountable for organizing the teaching program, including knowledge of
grammar, course planning, material preparation, and determining the content and
methodology for learners. However, with the ISA, students are encouraged to
explore and produce new knowledge while interacting with their peers during the
teaching and learning process. As a result, the primary responsibility of a teacher in
the classroom has shifted, and they are considered to be a "manager and organizer".
This role is of utmost importance in the ISA (Shanghais, 2012). The teacher is
responsible for arranging a variety of language skill-oriented activities that are
suitable, impactful, and pertinent to the students' requirements and desires. For
instance, the teacher must provide clear instructions and conduct good organization
for students to successfully partake in various activities such as role-play or group
discussions. Ultimately, in the ISA, the teacher's role has also evolved to that of a
“facilitator” guiding the students along their learning journey.
2.1.5.2 SPECIFIC APPROACHES
In a lesson unit, there are different methods to integrate skills related to the
topic or task. However, the most popular and easy approach is to follow a pattern
that involves receptive skills such as listening and reading, followed by productive
skills like writing and speaking (McDonough & Show, 2003). Such a method can be
spotted by providing students with interesting and authentic materials such as texts,
videos, music, and magazines that they enjoy reading, watching, or listening to.
Afterward, students can then be asked to reproduce some of the content they have
encountered in spoken or written form. This approach is also supported by the
“input-interaction-output” theory as stated by Pardede (2019). According to this
theory, the first element is "input" which refers to the language data that students are
exposed to through listening or reading. After receiving the input, students engage

15

in “interaction” and exchange ideas such as asking questions or making a discussion
to clarify their understanding of the text, utterance, or expression. During or after
the interaction, the learners produce “output” which can be spoken or written
language. Output can emerge during the interaction when students ask and answer
questions or can emerge after the interaction when students are given an
assignment.
In addition to the receptive-productive skills sequence mentioned, lessons
would also be integrated using the productive-receptive skills sequence. It is all
about pre-reading and pre-listening activities when students discuss a topic and
move on to speaking or listening (Atkins et al., 1996). For instance, in a reading
lesson on "Types of Law Firms", teachers could ask students to engage in online
research in pairs or individually and discuss with their peers the types of law firms
they aspire to work for in the future, identifying their features, and explaining their
reasons for choosing that type. As students express themselves, they may also be
required to take notes of their peer's responses. This would enable them to gain a
deeper understanding of the topic and develop their overall language skills.
Over and above the mentioned methods, in order for the “language strands”
to be interwoven, Richards and Rodgers (2014) advised teachers to have multiple
techniques at their disposal to effectively integrate language skills into their lessons.
This can be achieved by using TBI or CBI separately, combining the two, or using
other types of ISA.
2.1.6 FACTORS IMPEDING SKILLS INTEGRATION
Although the ISA has numerous benefits and potentials, certain factors may
impede its progress. Kebede (2013) sorted these factors into three categories:
teachers' factors, schools' factors, and learners' factors.
Teachers' factors regarding the ISA are primarily linked to their competence
and beliefs. While some teachers believe that it is easier and more logically
straightforward to teach language skills separately rather than teaching multiple

language skills simultaneously, some think that teaching multiple language skills

16


concurrently is an unfeasible instructional task (Richards, 2001). Furthermore,
according to Frazee (1995), teachers may lack the required knowledge and skills to
teach language skills effectively in an integrated manner. This knowledge includes
subject matter, broad principles and strategies of classroom management and
organization, how to prepare lesson plans and implementation, and learners'
interests, attitudes, etc. Therefore, without proper training, coaching, or
self-initiated research and practice, it can be exceedingly challenging for teachers to
incorporate integrative approaches into their teaching.
Moreover, not only is the ISA a time-consuming task for teachers, as it
demands significant preparation in terms of material selection and activity
designing, but it also requires a considerable amount of effort as assessing diverse
skills simultaneously can be challenging. Each student's skill levels and types may
vary, with some excelling at oral communication and others proficient in writing.
Another hindering factor is the coursebooks used to teach English in classrooms.
Smith (2021) found that many coursebooks used in ESL classrooms are not aligned
with the ISA, as they teach English in a segmented way, viewing grammar,
vocabulary, reading, writing, speaking, and listening as separate skills. This
segmented approach can make it difficult for teachers to incorporate an integrated
approach unless they supplement the coursebook with additional materials.
Furthermore, in certain circumstances, teachers are expected to teach intensive
courses with a significant amount of knowledge to big classes within a short period
of time. In such cases, teacher-centered approaches may be preferred to meet the
requirements (Hinkel, 2001). Consequently, such a curriculum creates content silos,
making it challenging to move beyond a segmented instructional approach, as noted
by Jones (2021).

Finally, students’ factors relate to their attitudes, motivation, interests and
their language proficiency. According to Oxford (2001), teaching integrated
language skills can be hindered by students who lack motivation, have limited
language proficiency, and exhibit negative attitudes towards their teachers and/or

17