An investigation into teaching writing practices via integrated skills approach A case of Banking Academy

Abstract

This study intends to investigate the benefits and challenges associated with teaching writing practices that employ the integrated skills approach for English-majored students at Banking Academy. The purpose of the study is also to offer solutions to the difficulties EFL instructors face when teaching writing skills. A qualitative methodology with the assistance of two instruments, namely the writing of diaries and semi-structured interviews, was employed in the study. The findings revealed that this method could arouse students’ motivation and enhance their writing performance; nevertheless, some aspects, including learners’ lower level of proficiency, class size and time restriction, might have a negative influence on teaching practices. Some solutions to the constraints impeding the adoption of the integrated skills approach when teaching writing skills were offered.