The practices of integrative language teaching approach at areka preparatory school: with particular focus on the implementation of the approach to teach english language skills

The main objective of the current study was to examine the practices teaching English language skills via integrative language teaching approach in the actual classroom situation. For this purpose, Areka Preparatory School was selected as a research setting. Descriptive research design was employed for the current study. Besides, systematic random sampling was used to select sample of students. To collect the necessary data for the study, semi-structured interview for six teachers, questionnaire for one hundred seventy students, classroom observation and document analysis were employed. To analyze the collected data, qualitative and quantitative methods of data analysis were employed. That is, data collected through questionnaires were analyzed employing statistical tools such as frequency and percentage using SPSS version 20, while responses obtained from interview was described and discussed. In addition, data obtained via document analysis and classroom observation were tallied and converted to numbers and analyzed to validate and substantiate the data obtained from interview and questionnaire. From the analysis of data, different findings were obtained. The study revealed that English language teachers use integrative language teaching approach when necessary and based on the topic being taught. Besides, it was found out that English language teachers use various techniques to teach language skills integratively. The findings of the study divulged that the majority teachers responded that they use cooperative teaching in integrative language classes. Based on the findings, conclusions are drawn and recommendations are forwarded to improve the implementation of integrative language skills teaching approach.