Exploring EFL Learners’ Perceptions of Integrated Skills Approach: A Grounded Theory

Abstract

This qualitative study aims at exploring EFL learners' perceptions of the integrated skills approach to language teaching. To this end, the researchers presented the integrated skills approach to a group of 30 participants and interviewed those who were willing to share their views and experience with the researchers. The researchers used grounded theory to collect and analyze interview data. Iterative data collection and analysis continued until theoretical saturation was reached. To establish credibility, transient and final categories were verified through member-checking. The results clearly show that the participants positively perceive this approach. The findings have implications for all stakeholders including policy makers, syllabus designers, practitioners and learners.

EFL Teachers’ Perceptions: Challenges and Coping Strategies of Integrated Skills Approach (ISA) Implementation at Senior High Schools in Aceh

“…The finding of this present study suggests that participants had a positive perception of ISA implementation in the classroom. This finding confirms Tajzad and Namaghi (2014) suggestion that learners are enthusiastically accepting ISA in learning English and moreover recommended continuing to implement ISA in the classroom (Su, 2007). ISA, thus, increases learners' enthusiasm and self-assurance, cognitive competence, reduces their anxiety, involves students in communication, boosts concurrent use of all language skills, provides the learners with reflection time and re-conceptualizes teachers' role (Poon, 2011;Yang, 2011).…”

“…You can do anything here … so dynamic. This voice is echoed by Richard-Amato (1996, as cited in Tajzad & Namaghi, 2014) "skills integration creates a dynamic and exciting classroom environment". Several activities provided by teachers could be varied and interesting for students, thus the learning environment would change into exciting real communication.…”

Evaluation of English Language Material for the 9th Grader Student at SMP Nurul Islam Ngemplak Boyolali

“…However, most of their views are similar, with very few differences. Integrating the four essential skills to help students communicate more has been recommended by Rahman and Akhter (2017), Akram and Malik (2010), Hinkel (2010), Klimova (2014), McDonough et al (2012, Sadiku (2015) and Tajzad and Ostovar-Namaghi (2014).…”

Peaks and Valleys

“…While scholars advocate for ISA to enhance language learning, few studies focus on its use for international learners. In their grounded theory study of 30 English as a foreign language (EFL) learners, Tajzad and Ostovar-Namaghi's (2014) noted that participants responded well to ISA learning, which seemed to increase their motivation and self-confidence while also reducing stress. In addition, Zúñiga (2016) conducted classroom observations of ISA activities, analyzed student work, and interviewed six EFL students in a qualitative case study.…”

“…However, this structure carried limitations when implemented universally (Andreou et al, 2008). ELs struggled to distinguish how to use language across cultural and social settings while also within specific academic disciplines (Gee, 2012;Tajzad & Ostovar-Namaghi, 2014). As a result, isolated language instruction hindered authentic communication for some ELs and failed to adapt to all their needs (Krashen, 1982;Oxford, 2001).…”