Abstract:
The main purpose of this study was to assess of integrated teaching four skills in English at grade ten levels. Therefore, in order to achieve the intended objective, descriptive survey designs involving both qualitative and quantitative approaches were employed. The qualitative approach was used to clarify, justify and interpret the data collected through, observation and document analysis whereas the quantitative approach was used to indicate the outcomes of questionnaire results. The required data for the study were collected through document analysis, observation, questionnaire, and interview. The participants of the study were selected using comprehensive sampling technique. The study revealed that teachers had high theoretical orientations and understanding of integrated-skills teaching principles. However, it was found that the teachers lacked practical skills of implementing integrated-skills teaching in their English classrooms. The study further shows that the teachers sometimes taught two language skills at a time but not the four language skills that are needed to be taught in an integrative way. The study also indicated that most of the teachers could not effectively play their ‘managerial roles’ when they taught English language skills in an integrated way; and they hardly used various teaching aids and equipment when they taught the expected English language skills in an integrative way. Based on the findings, the following recommendations were made. Teachers exert every effort to employ authentic materials (project works, dialogues, group and pair work and variety of integrated activities) to successfully practice two or more language skills in the lessons they are supposed to teach. To promote integration of the four languages skills, it is better if English language teachers use different instructional resources while they teach language skills in an integrative way.
