An Investigation and Evaluation of the Impact of the Integrated Language Skills Approach on English Departments EFL Students Speaking Skill in UOD


  • Sabrin A. Ramadhan English Department, College of Languages, University of Duhok, Duhok- Kurdistan Region of Iraq
  • Asma’ A. Hussein English Department, College of Languages, University of Duhok, Duhok- Kurdistan Region of Iraq



Depending on the channel of communication, people use a variety of skills; particularly, listening and speaking. People often see the need to listen, understand and speak to one another in order to communicate successfully. For this reason, English learners are in need of learning the speaking skill effectively to be able to communicate successfully in real-life English situations. The study adopts theoretical and practical approaches to investigating and evaluating the impact of Listening and Speaking classes on the speaking skill of the students at the English Departments of the College of Languages and the College of Basic Education at the University of Duhok. The paper deals with teaching speaking skill and offers some activities on the speaking skill in the light of communicative language teaching (CLT) to assist the learners in communicating more efficiently in everyday English. The study adopts a mixed methods approach to evaluate the learners’ attitudes towards their speaking skill by constructing a questionnaire for the students, and interviewing them. The study concludes that the integration of the listening and speaking skills helps to improve the students’ speaking skill.


Download data is not yet available.


1. Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy (2nd ed). White Plains, NY: Longman.
2. Baral, S. et al. (2016). Focus group discussion. A HERD Publication. Retrieved from
3. Cauldwell, R. (2014). Listening and pronunciation need separate models of speech. In J.Levis&S. McCrocklin (Eds). Proceedings of the 5th Pronunciation in Second Language Learning and Teaching Conference (pp.40-44). Ames, IA: lowa State University
4. Das, R., K. & Imon, R., H. (2016) A Brief Review of Tests for Normality: American Journal of Theoretical and Applied Statistics. 5(1):5-12.
5. Dixon,Sh. (2016). 100 TESOL activities for teachers: Practical ESL/EFL activities for the communicative classroom. Arizona State University.
6. Floriasti, T., W. (2013). Improving speaking skills through the use of integrated listening and speaking material for student teachers.Yogyakarta State University.
7. Gass, S., & Mackey, A. (2005). Second language research: Methodology and design. New Jersey: Lawrence Erlbaum.
8. Harmer,J. (2000).The practice of English language teaching. London: Longman Group UK limited, Longman House, Burnt Mill,Harlow.
9. Harmer, J. (2007). How to teach English (new edition). London: Pearson Education Limited.
10. Hinkel, E. (2006). Current Perspectives on Teaching the Four Skills. TESOL QUARTERLY,40(1),109-131.
11. Hinkel, E. (2010). Integrating the Four Skills: Current and Historical Perspective. The Oxford Handbook of Applied Linguistics. Oxford, England: Oxford University Press.
12. Honeyfield, J. (1988). Skills integration: What is it and do we need it? Guidelines: A Periodical for Classroom Language Teachers, (10),2; 25-33.
13. Jing,W.(2006). Integrating skills for teaching EFL—Activity design for the communicative classroom. Sino-US English Teaching, 3(12), 1-5.
14. Jones, L. (2007). The student-centered classroom. New York, NY: Cambridge University Press.
15. Kecira,R. &Shllaku,A.(2014).Skills segregation versus skills integration in ELT. Conference-Paper Proceedings,2308-0825.
16. Littlewood,W. (2013). Developing a Context-Sensitive Pedagogy for Communication- Oriented Language Teaching. Hong Kong Baptist University.
17. Mordkoff, T. (2016). The Assumption(s) of Normality. Retrieved from
19. Oxford,R.(2001). Integrated skills in ESL/EFL classroom. The Journal of TESOL France. 8, pp.5-12.
20. Richards , J.C. & Rodgers,TH.S. (2001). Approaches and methods in language Teaching(2nd ed). UK: Cambridge University Press.
21. Richards, J. C. (2001).Curriculum Development in language teaching. UK: Cambridge University Press.
22. Richards,J,C. &Schmidt, R. (2002). Longman Dictionary of language teaching and applied linguistics (3rd ed). Pearson Educated Limited.
23. Rost, M. (2011). Teaching and researching listening (2nd ed). In Hall, R.,D. & Candallin, N.,C. (eds). Applied linguistics in action. Pearson Education Limited.
24. Sewell, A. (2013). English as a lingua franca: Ontology and ideology. ELT Journal, 67 (1), 3-10.
25. Sánchez,M.,A.,A. (2000). An approach to the integration of skills in English teaching. Didáctica,Lenguay Literature. 12, 21-41.
26. Sbai, A.,M.(2016). Integrating or Segregating the Language Skills in EFL classroom? That's the Question. Retrieved from
27. Simon, M., K. (2011). Dissertation and scholarly research: Recipes for success. Seattle, WA: Dissertation Success, LLD.
28. Taqi,H &Al-Nouh, N. (2014). Effect of Group Work on EFL Students’ Attitudes and Learning in Higher Education. Journal of Education and Learning. 3,2.
29. Tavil,Z.,M.(2010). Integrating listening and speaking skills to facilitate English language learners’ communicative competence. Procedia Social and Behavioral Sciences,9,765- 770.
30. Tajan,M., H.(2016). Integrated listening activities on EFL learners’ speaking fluency. International Journal of English Language Teaching.4(7),26-33.
31. Tajan, M., H, Sadeghi,B., & Rahmany,R. (2015). The effect of integrated listening activities on EFL learners’ speaking accuracy.International Journal of Language Learning and Applied Linguistics World. 9(4), 74-82.



How to Cite

Ramadhan, S. A., & Hussein, A. A. (2020). An Investigation and Evaluation of the Impact of the Integrated Language Skills Approach on English Departments EFL Students Speaking Skill in UOD. Academic Journal of Nawroz University, 9(4), 51–70.