Teachers’ perceptions of implementation of integrated skills approach in teaching legal english at ho chi minh city university of law

rnrndnrndrnrn MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY UNIVERSITY OF LAW GRADUATION THESIS B.A DEGREE IN ENGLISH Major: Legal English TEACHERS’ PERCEPTIONS OF IMPLEMENTATION OF INTEGRATED SKILLS APPROACH IN TEACHING LEGAL ENGLISH AT HO CHI MINH CITY UNIVERSITY OF LAW Supervisor: Pham Thi Phuong Anh, M.A Student: Nguyen Van Phuc Student ID: 1952202010047 Class: LE44B Ho Chi Minh City, 21 June 2023 Ho Chi Minh City, 21 June 2023 MINISTRY OF EDUCATION AND TRAINING HCMC UNIVERSITY OF LAW FACULTY OF LEGAL LANGUAGES TEACHERS’ PERCEPTIONS OF IMPLEMENTATION OF INTEGRATED SKILLS APPROACH IN TEACHING LEGAL ENGLISH AT HO CHI MINH CITY UNIVERSITY OF LAW Submitted by: Nguyen Van Phuc Supervised by: Pham Thi Phuong Anh, M.A Ho Chi Minh City, 21 June 2023 STATEMENT OF AUTHORSHIP I, Nguyen Van Phuc, hereby declare that this thesis entitled “Teachers’ Perceptions of Implementation of Integrated Skills Approach in Teaching Legal English at Ho Chi Minh City University of Law” is my original work and that I have fully acknowledged all the sources that I have consulted during the research process As the author of this thesis, I assert my authority and ownership over its contents, and take full responsibility for its accuracy and validity Furthermore, I declare that no part of this work has been submitted for any other academic award or qualification I affirm that the research, analysis, and findings presented in this thesis represent an important contribution to the field of Foreign Language Teaching and Learning, and that I am fully qualified to undertake this thesis Ho Chi Minh City, June 21, 2023 Nguyen Van Phuc Ⅰ ACKNOWLEDGEMENTS First, I would like to express my gratitude to my thesis advisor, Mrs Pham Thi Phuong Anh, whose guidance and support have been indispensable throughout my research journey Second, I am deeply grateful to the participants who generously gave their time and shared their knowledge for my study Their valuable insights and contributions have been crucial to the success of my thesis Third, my thanks also go to my family and friends for their love and support Without their encouragement and understanding, I would not have been able to complete this thesis Lastly, I want to thank all those who have influenced my academic journey, directly or indirectly, and equipped me with the knowledge and skills to undertake this study Ⅱ ABSTRACT Research on the Integrated Skills Approach for teaching General English is plentiful, while that on English for Specific Purposes is increasing However, there has been little research on the use of this approach for teaching Legal English, a sub-type of English for Specific Purposes This study investigated teacher’s ways of implementing the Integrated Skill Approach in teaching Legal English and their perspectives about the approach Two research questions were designed, namely (1) How teachers implement the Integrated Skills Approach in teaching Legal English?; (2) How teachers perceive the Integrated Skills Approach? It is a qualitative research conducted at the Department of Legal English of Ho Chi Minh City University of Law, from March to June 2023 Data were collected from semi-structured interviews with teachers of the mentioned Department, and analyzed thematically The findings of this study show that the participants used a variety of teaching activities and materials, with presentation and discussion, as well as online resources, being favored Furthermore, the participants placed significance on the input process and used various methods to implement it Additionally, they reported that the Integrated Skills Approach was effective at increasing students’ motivation and suitable for Legal English teaching, despite being demanding in time and effort This study may guide teachers, students and academicians wishing to apply this approach or being curious to know more about the approach to language instruction Keywords: English for Specific Purposes, Foreign Language Acquisition, Integrated Skills Approach, Language Instruction, Legal English, Qualitative research, Teaching Methodology, Teaching Strategies, Perspectives Ⅲ TABLE OF CONTENTS STATEMENT OF AUTHORSHIP Ⅰ ACKNOWLEDGEMENTS Ⅱ ABSTRACT Ⅲ TABLE OF CONTENTS Ⅳ LIST OF ABBREVIATIONS Ⅴ CHAPTER 1: INTRODUCTION 1.1 BACKGROUND OF THE STUDY 1.2 STATEMENT OF PURPOSE _3 1.3 RESEARCH QUESTIONS 1.4 SIGNIFICANCE OF THE STUDY 1.5 OVERVIEW OF THESIS CHAPTERS _ CHAPTER 2: LITERATURE REVIEW 2.1 INTEGRATED SKILLS APPROACH _ 2.1.1 OVERVIEW OF INTEGRATED SKILLS APPROACH _ 2.1.2 ADVANTAGES OF INTEGRATED SKILLS APPROACH 2.1.3 DISADVANTAGES OF INTEGRATED SKILLS APPROACH 10 2.1.4 INTEGRATED SKILLS TEACHING TYPES 12 2.1.4.1 CONTENT-BASED INSTRUCTION _12 2.1.4.2 TASKED-BASED INSTRUCTION 13 2.1.5 INTEGRATING SKILLS TECHNIQUES _ 14 2.1.5.1 TEACHER ROLE REDEFINITION _ 14 2.1.5.2 SPECIFIC APPROACHES _ 15 2.1.6 FACTORS IMPEDING SKILLS INTEGRATION _ 16 2.2 INTEGRATED SKILLS APPROACH FOR ENGLISH FOR SPECIFIC PURPOSES 18 2.3 OVERARCHING THEORY 21 CHAPTER 3: METHODOLOGY 23 Ⅳ 3.1 RESEARCH METHODOLOGY _ 23 3.2 DATA COLLECTION _ 23 3.3 DATA ANALYSIS 25 3.4 PEDAGOGICAL SETTING AND PARTICIPANT DESCRIPTION _ 25 CHAPTER 4: RESULTS AND DISCUSSION 28 4.1 WAYS OF IMPLEMENTATION _ 28 4.1.1 REPEATED USE OF PRESENTATION AND DISCUSSION ACTIVITIES _28 4.1.2 ONLINE RESOURCE USAGE AS A SUPPLEMENTARY SOURCE TO COUSEBOOKS _ 31 4.1.3 INPUT PRIORITIZATION _ 32 4.2 TEACHERS’ PERCEPTIONS _34 4.2.1 INCREASE IN LEARNERS’ MOTIVATION 34 4.2.2 TIME-CONSUMING AND EFFORT DEMANDING TASKS _ 36 4.2.3 BEING APPROPRIATE FOR TEACHING LEGAL ENGLISH 39 CHAPTER 5: CONCLUSION AND IMPLICATIONS _ 41 5.1 SUMMARY _ 41 5.2 CONCLUSIONS _ 41 5.3 LIMITATIONS AND IMPLICATIONS FOR FUTURE STUDIES 43 REFERENCES 44 APPENDIX _ 52 Ⅳ LIST OF ABBREVIATIONS Abbreviation Definition CBI Content-based Instruction CT Constructivism Theory DLE Department of Legal English EFL English as a Foreign Language ESL English as a Second Language ESP English for Specific Purposes GE General English HCMULAW Ho Chi Minh City University of Law ISA Integrated Skills Approach LE Legal English TBI Task-based Instruction Ⅴ CHAPTER 1: INTRODUCTION 1.1 BACKGROUND OF THE STUDY English for Specific Purposes, commonly referred to as ESP, has been a prominent aspect of English Language Teaching since the 1960s The blossoming era of ESP has been recognized as a result of various events such as the Second World War in 1945, the swift development in scientific and technological advancements, the heightened usage of English as the global language for science, technology, and commerce, and the greater number of global students learning English as a Second or Foreign Language (ESL/EFL) Given this situation, in conjunction with Vietnam’s integration into the global economy, educational institutions at tertiary levels in Vietnam have been including ESP courses in their foreign language curricula to meet learners’ demands ESP is basically different from General English (GE) as ESP focuses on specialized language for specific industries or fields Its crucial point is “English is not taught as a subject separated from the learners’ real world (or wishes); instead, it is integrated into a subject matter area important to the learners” (Rahman, 2015) Despite the tailored content and goals of ESP, the traditional approach to teaching it often concentrates on individual language skills in isolation Hidalgo (1997) and Nguyen (2015) elaborated that traditional ESP teaching methods concentrate on increasing the range of technical terms and enhancing their skills of reading and translation As a result, learners may “know” the language but are unable to “use” it in natural communication Having said that, a shift towards incorporating communicative aspects of the English language into ESP courses, in conjunction with students’ changing needs has made it necessary to revise the ESP traditional practice Changes are taking place both in the design of ESP materials as well as techniques and methods with an emphasis on more than just remembering terms, structures, and comprehending texts As in the case of students enrolling in ESP courses at the University of Nariño in Pasto, they expressed the need to not only comprehend spoken English but also communicate fluently in the language for their future endeavors because it would not only aid them in their academic pursuits but also prove useful in their professional careers (Hidalgo, 1997) In fact, there are many methods and approaches that are considered appropriate and can be used effectively in ESP classrooms pursuant to students’ needs (Belcher, 2006) However, with the advent of diverse language education methodologies, the Integrated Skills Approach (ISA) has garnered attention for its potential to enhance ESP classes' effectiveness Integrated Skills Approach is the integration of two or more language skills, namely Listening, Reading, Speaking Writing, in a lesson in order to provide a communicative and interactive framework of language teaching and learning (Oxford, 2001) ISA has been widely used and adopted in educational settings across the globe, especially for GE classes, to ensure that students gain authentic and meaningful learning experiences that foster their communicative competence and real-world preparedness Embracing this approach in ESP teaching presents an opportunity to revolutionize language education and significantly improve learner outcomes There has been a significant amount of research conducted on ISA, which has been classified into two categories based on their objectives The first category focuses on determining effectiveness, and the second category is dedicated to exploring the attitudes of learners and teachers Shatnawi (2005), Alptekin, Erỗetin and Bayyurt (2007), Askildson (2008), Borhany, Tahriri and Tous (2015) offer effective illustrations of the former, while Mitrofanova and Chemezov (2011), Sanchez (2000), Akram and Malik (2010), Bose (2003), Faydi (2003) provide excellent examples of the latter, with all the studies concentrating on teaching GE While there has been increasing interest in researching ISA in teaching ESP, with numerous studies undertaken in that field, such as the ones conducted by Al-Abdely and Al-Jamal (2019), Hu and Li (2019), Wang and Xiao (2017), and Chen and Li alternative resources to cover the input section if she had to teach her part before the reading task which usually served as a source of input knowledge: “ Although the textbook in use was designed in an integrated way where the reading section generally provides input knowledge and terms so as for other skills’ sections to utilize them, sometimes the timetable scheduled requires teachers to teach other skills before the reading skill, so teachers have to cover the input section by finding other resources This is quite time-consuming and effort-demanding.” This practice is not only difficult for teachers but also believed to be confusing to some learners since they may be encountered with many input materials for the same topic Participant explained more details: “ So when teachers want to incorporate different skills, they have to find materials and design activities for their teaching part This, sometimes, is not unified with other teachers’ teaching parts as a whole As a result, students have to learn different materials with a single knowledge unit, which may confuse them.” 4.2.3 BEING APPROPRIATE FOR TEACHING LEGAL ENGLISH When being asked if the ISA is appropriate to be used in teaching Legal English, it was unanimously agreed by all participants that it was due to numerous reasons First, this approach allows learners to develop all four language skills required in the expected fields such as listening, speaking, reading, and writing as well as necessitates that learners have a significant grip on legal concepts and terminology unique to the legal profession Participant shows this idea to be true through her sharing that: “Yes, it is appropriate Since learners are expected to have good levels of proficiency in all skills as well as a good amount of relevant terms in order to, for example, consult clients, write emails and memos, write reports, read legal texts, give presentations, etc The ISA could equip them with all these skills when executing effectively.” 39 Second, with this approach, together with authentic activities and materials, teachers can facilitate students in familiarizing them with possible future-related contexts by providing them with simulated experience Activities that are executed using the ISA like debating, discussing, summarizing, presenting, role-playing, analyzing case briefs, and so on are great ones that students will possibly encounter in their future jobs This position can be testified clearly by Participant and Participant 3’s messages, saying respectively: “ I think it is appropriate in terms of the varied activities that they are exposed to Those activities provide them with situations that they may be in the future, so I think it is valuable to learners.” “ For Legal Speaking, it is public speaking … This activity and all the skills learned through it are extremely useful for their future jobs, I believe.” The rationale for being appropriate is in sync with Brown (2007) research, stating the ISA is a great fit for ESP courses because it immerses them in real-life situations to practice their language skills as well as allows for a deeper focus on other essential aspects like vocabulary, pronunciation, and meaning 40 CHAPTER 5: CONCLUSION AND IMPLICATIONS 5.1 SUMMARY The major concern of the study was to explore the teachers' ways of implementation and their attitude towards the ISA The study answered the following two research questions: 1) How teachers implement the Integrated Skills Approach in teaching Legal English? and 2) How teachers perceive the Integrated Skills Approach? After setting the objectives, defining the research questions, conducting a thorough literature review and examining relevant studies, the research design that was deemed suitable was a case study This research design allowed for the identification of the pedagogical setting and population to be studied Once the study site and target population were determined, the participants were selected using purposive sampling techniques in order to obtain data from a representative sample With this in mind, the chosen study site was the DLE at HCMULAW For data collection purposes, a sample of five teachers from the DLE was selected All of these teachers were interviewed using semi-structured interview instruments The interview data gathered was transcribed and prepared for thematic analysis The analysis was conducted based on the research questions addressed in Chapter I and the results were presented and discussed accordingly The overall findings of the data analysis have been summarized in the following section 5.2 CONCLUSIONS Based on the insights gleaned from the interviews conducted with teachers, the following conclusions were drawn: ● LE teachers followed similar strategies and methods to their GE counterparts when integrating language skills into their lessons They used a wide range of activities, tasks, and materials, especially authentic and interactive online sources to engage students in the learning process and exposed them to a learning environment where they had to use multiple skills simultaneously Noticeably, the majority of participants emphasized the effectiveness of 41 presentation and discussion activities These particular activities were perceived to allow students to engage in real-life scenarios, improve their communicative competence and other useful skills They also reinforced the connection between the ISA and the CT as students become active participants in their own learning through preparation, interactive experiences, and the construction of their own knowledge; ● When relating skills in a lesson, all participating teachers placed a high level of importance on providing students with appropriate input While some teachers opted for listening and reading activities to suitably provide input, others chose speaking and writing activities to achieve the same purpose Notably, two-fifths or forty percent of the participants reported prioritizing reading as a source of input The results indicate a diversity in preferred teaching approaches among teachers when it comes to combining and relating skills; ● There was a consensus among all teachers regarding the positive impact that integrating the ISA had on students' motivation The use of this approach was found to create a more engaging lesson and stimulating learning environment through the incorporation of various materials, activities, adequate input, and opportunities to self-assess, all of which contributed towards this motivational aspect; ● As far as challenges are concerned, participants generally perceived it was time-consuming and effort-demanding to implement the ISA in teaching since they had to design and redesign activities that met students’ interests and were level-appropriate Additionally, some participants cited specific challenges associated with the coursebooks currently in use and the curriculum, which sometimes made it difficult for them to fully apply the ISA approach in their teaching practices; ● Despite the challenges outlined previously, the study ultimately found that the sample of teachers was in mutual agreement that the ISA was an 42 appropriate method for teaching LE This approach was seen as beneficial in improving students' essential language skills and expanding their vocabulary Moreover, the approach immersed students in real-life situations where they had to apply all language skills and adapt to their future careers and educational pursuits 5.3 LIMITATIONS AND IMPLICATIONS FOR FUTURE STUDIES The study has shed light on various aspects of the implementation of the ISA teaching LE However, given the limited sample of teachers from the DLE of HCMULAW, there is room for further research in this area It is recommended that future studies attempt to explore this approach with more extensive and diverse samples of teachers In doing so, a deeper understanding of the ISA implementation as well as the generalization from the findings can be derived Future studies on ISA may also explore the perspectives of both students and teachers at the same time to gain a more detailed and nuanced understanding of the effectiveness of this approach In addition, considering using experimental and control group models when evaluating the effectiveness of the ISA in comparison to other teaching methods is also recommended This would involve assigning participants randomly to an experimental group which would receive instruction using the ISA and a control group which would receive instruction using a different teaching approach Any differences in learning outcomes could then be attributed to the use of the ISA Despite these recommendations, the findings from this study can serve as initial explorations and provide a foundation for future research in these areas By conducting further in these suggested directions, the effectiveness and efficiency of the ISA in the teaching of LE can be better evaluated, further developed, and enhanced 43 REFERENCES Adolfo-Escribano, A., & Sánchez-Méndez, P (2020) The integrated skills approach in the EFL classroom: A review of the literature Porta Linguarum, 34, 7-22 doi:10.30827/portalin.v0i34.11571 Akram, A & Malik, A (2010) Integration of language learning skills in second language acquisition International Journal of Arts and Sciences 3,(14), 230241 Al-Abdely, M., & Al-Jamal, D (2019) An integrated approach to teaching English for medical purposes: A case study of Saudi Arabian medical students Journal of Language and Linguistic Studies, 15(1), 1-18 Alaye, A., & Tegegne, W (2019) Critical review on the meaning, purposes and techniques of integrative language skills teaching approach Critical Review, 58, 58-03 Askildson, L (2008) Phonological Bootstrapping in Word Recognition & Whole Language Reading: A Composite Pedagogy for L2 Reading Development via Concurrent Reading-Listening Protocols and Extensive Reading Approach The University of Arizona, USA Atkins, J & et al (1996) Skills development methodology Part Two Addis Ababa: Addis Ababa University Press Basturkmen, H (2010) Developing courses in English for Specific Purposes Palgrave Macmillan Belcher, D (2006) English for specific purposes: Teaching to perceived needs and imagined futures in worlds of work, study, and everyday life TESOL Quarterly, 40(1), 133-156 doi:10.2307/40264574 Birtić Vučić, Marijana; Štulina, Anamarija Project: The Survey An Integrated Skills Approach to EAP/ESP Teaching // Strani jezici : časopis za primijenjenu lingvistiku, 42 (2013), 1-2; 145-154 (domaća recenzija, članak, stručni) 44 Borhany, M., Tahriri, A and Tous, M.D (2015) The Impact of Explicit/Integrated Instruction of Listening Comprehension Strategies on EFL Learners’ L2 Listening Comprehension and their Overall Strategy Use Journal of Applied Linguistics and Language Research, 2(8), pp 128-144 Bose, M (2003) Integrate all the skills while you teach (1) Yemen Times Available: http://www.yementimes.com/print_article.html Braun, V & Clarke, V (2006) Using thematic analysis in psychology Qualitative Research in Psychology, 3, 77-101 Brinton, D M., Snow, M A., & Wesche, M B (1989) Content-based second language instruction Boston: Heinle & Heinle Publishers Brown, H D (2001) Teaching by principles An interactive approach to language pedagogy (2nd Edition) New York: Pearson Education Brown, H D (2007) Teaching by principles: An interactive approach to language pedagogy White Plains, NY: Pearson Longman Byrne (1986) Teaching oral English [Texte imprimé] (New ed.) Longman Carol, R (1990) At the Chalkface: Practical Techniques in Language Teaching ELT Methodology Longman Celce-Murcia, M., & Olshtain, E (2000) Discourse and context in language teaching: A guide for language teachers New York, NY: Oxford University Press Cem Alptekin, Gỹlcan Erỗetin & Yasemin Bayyurt (2007) The Effectiveness of a Theme-based Syllabus for Young L2 Learners Journal of Multilingual and Multicultural Development, 28:1, 1-17 Chen, Q., & Li, X (2019) An integrated skills approach to teaching English for business purposes: A case study of Chinese postgraduate students International Journal of Emerging Technologies in Learning, 14(8), 47-63 doi: 10.3991/ijet.v14i08.10437 Clandfield, L., Robb Benne, R (2011): Global Intermediate Oxford, Macmillan 45 Cortazzi, M., & Jin, L (1996) Cultures of learning: Language classrooms in China In H Coleman (Ed.), Society and the language classroom (pp 169-206) Cambridge, UK: Cambridge University Press Cunningsworth, A (1995) Choosing your coursebook London: Bath Press Day, J., & Krzanowski, M (2011) Teaching English for specific purposes: An introduction Cambridge University Press Dornyei, Z., & Ushioda, E (2011) Teaching and Researching Motivation (2nd ed.) Harlow, England: Pearson Education Limited Dudley-Evans, T., & St John, M J (1998) Developments in English for specific purposes: A multi disciplinary approach Cambridge University Press Ellis, R., & Shintani, N (2014) Exploring language pedagogy through second language acquisition research Routledge Faydi, A 2003 Integrating language skills and classroom interaction – The road to effective teaching Muscat Message, February, 3-9 Fotos, S., & Nassaji, H (2007) Form-focused instruction and teacher education: Studies in honor of Rod Ellis Oxford United Kingdom: Oxford University Press Frazee, R (1995) Integrated Teaching Methods: Theory, Classroom Applications & Field Based Connections Albany: Delmar Publishers Freiermuth, M R (2001) Influences of Content-based Instruction in the ESP Classroom Proceedings of International Conference PAC3 Japan: JALT, 2001 G Kavaliauskiene (2004) Research into the integration of content-based instruction into the ESP classroom Journal of Language and Learning, vol 2, no 1, pp 14-23, 2004 Goh, C C M (2013) The relevance of language learning strategies to the language proficiency levels of Chinese undergraduates Chinese Journal of Applied Linguistics,36(4),23-38 Grabe, W & Stoller, F.L (2020) Teaching and researching reading Routledge 46 Harste, J., Woodward, V & Burke, C (1984) Language Stories and Literacy Lessons Portsmouth, NH: Heinemann Hauptmann, P (1988) Second language acquisition through subject matter learning: a follow-up study at the University of Ottawa Language Learning, 38 (3), pp 439-482 Hidalgo, A (1997) Integrating Skills in ESP HOW Journal, 2(1), 33-35 Hinkel, E (2001) Building awareness and practical skills for cross-cultural communication in ESL/EFL In M Celce-Murcia (Ed.), Teaching English as a second or foreign language (3rd ed., pp 443–458) Boston: Heinle & Heinle Honeyfield, J (1988) Guidelines: A Periodical for Classroom Language Teachers, 10(2), pp 25-33 Hu, Y., & Li, Y (2019) An integrated skills approach to teaching English for tourism purposes Journal of Language Teaching and Research, 10(1), 217-224 doi: 10.17507/jltr.1001.25 Huang, J., & Van Naerssen, M (2020) Exploring Chinese undergraduate EFL learners' motivations, learning strategies and attitudes toward an integrated skills language program Journal of Multilingual and Multicultural Development, 41(7), 607-624 doi: 10.1080/01434632.2019.1676328 Hungyo, J., & Kijai, J (2009) The effect of integrated and segregated skills approach on English language acquisition among freshmen nursing and business students in Mission College, Thailand Journal of the Arts and Humanities Department, 10, 21-37 Hutchinson, T., & Waters, A (1987) English for specific purposes: A learning-centered approach Cambridge University Press Hwang, J Y., & Kim, J (2018) Learning style preferences and their influence on Korean EFL high school students’ learning outcomes in an integrated-skills approach English Teaching, 10.15858/engtea.73.2.201806.89 47 73(2), 89-115 doi: Jones, S (2021) Impediments to integrating language skills: Examining the impact of curriculum design Journal of Language and Linguistic Studies, 17(1), 12-23 Karavas-Doukas, E (1996) Using Attitude Scales to Investigate Teachers' Attitudes to the Communicative Approach Elt Journal, 50, 187-198 Kavaliauskiene, G (2004) Teaching ESP through content-based instruction Journal of Language and Learning, 2(2), 96-106 Kebede, D (2013) The Implementation of Language Skills Integration in English as a Foreign Language (EFL) Classes: Jimma College of Teachers' Education in Focus Jimma College of Teachers Kumaravadivelu, B (2003) Beyond Methods: Macrostrategies for Language Teaching Yale University Press Li, Y (2011) An exploration of the limitations of the integrated-skills approach in English language teaching English Language Teaching, 4(1), 195-201 doi: 10.5539/elt.v4n1p195 McDonough, J & C Show (2003) Materials and methods in ELT (7th Ed.) Oxford: Pergamon Mitrofanova, E., & Chemezov, S (2011) Introducing integrated approach in undergraduate blended learning environments Procedia - Social and Behavioral Sciences, 15, 3321-3325 doi: 10.1016/j.sbspro.2011.04.288 N Nguyen (2011) Content-based instruction in the teaching of English for accounting at Vietnamese college of finance and customs English Language Teaching, vol 4, no 3, pp 90-100, 2011 Nan, C (2018) Implications of Interrelationship among Four Language Skills for High School English Teaching Journal of Language Teaching and Research, 9(2), 418 https://doi.org/10.17507/jltr.0902.26 Nassaji, H., & Fotos, S (2004) Current developments in research on the teaching of grammar Annual Review of Applied Linguistics, 24,126-145 doi: 10.1017/S0267190504000070 48 Nunan, D (1989) Designing tasks for the communicative classroom Cambridge: Cambridge University Press Nunan, D (2003) Practical English language teaching McGraw-Hill Education Ormrod, J E (2014) Educational psychology: Developing learners (8th ed.) Pearson Oxford, R (2001) Integrated Skills Approach [ISA] In M Celce-Murcia (Ed.), Teaching English as a second or foreign language (3rd ed., pp 517-531) Boston, MA: Heinle & Heinle Oxford, R L (1992) Reviews Simulation & Gaming, 23(2), 229–230 https://doi.org/10.1177/1046878192232012 Pardede, P (2019) Integrated skills approach in EFL classrooms: A literature review Rahman, M (2015) English for Specific Purposes (ESP): A Holistic Review Universal Journal of Educational Research, 3(1), 24-31 Richards, J C (2005) Communicative language teaching today Singapore: RELC,1-44 Richards, J C and Rodgers, T (2001) Approaches and methods in language teaching (2nd Ed.) Cambridge: Cambridge University Press Richards, J C., & Rodgers, T S (2014) Approaches and methods in language teaching Cambridge University Press Richards, J.C and Schmidt, R (2002) Longman dictionary of language teaching and applied linguistics (3rd Ed.) Harlow: Pearson Education Limited Robson, C (2002) Real world research (2nd Ed.) London: Blackwell Publishing Salome Stolle, S (2022) Transcribing Interviews – A 5-Step Guide https://www.bachelorprint.eu/methodology/transcribing-interviews/ Sanchez, M A (2000) An approach to the integration of skills in English teaching Didactica (lingua y literatura), 2000, (12),21-41 Scarcella, R & Oxford, R 1992 The tapestry of language learning: The individual in the communicative classroom Boston: Heinle & Heinle 49 Shanghais, R (2012) The integrated skills approach to teaching English Journal of Language Teaching and Research, 3(4), 762-767 doi:10.4304/jltr.3.4.762-767 Shatnawi, M (2005) Designing an EFL Integrative Teaching Program Based on the Whole Language Approach and measuring its effect on the Basic Stage Students’ Achievement in English Amman Arab University for Graduate Studies, Amman Smith, J (2021) An Analysis of the Integration of Language Skills in ESL Coursebooks Journal of Language Teaching and Research, 12(3), 423-438 Swain, M (1985) Communicative competence: Some roles of comprehensible input and comprehensible output in its development In S M Gass & C G Madden (Eds.), Input in second language acquisition (pp 235-253) New York: Newbury House Tajzad, M & Namaghi, S A O (2014) Exploring EFL Learners’ Perceptions of Integrated Skills Approach: A Grounded Theory English Language Teaching, 7(11), 92-98 Thornbury, S (2006) An A-Z of ELT Macmillan Education Usó-Juan, E and Martinez-Flor, A (2006) Approaches to language learning and teaching: Towards acquiring communicative competence through the four skills In Usó-Juan, E and Martinez-Flor, A (eds.), Current trends in the development and teaching of the four language skills, pp 3-25) Berlin: Mouton de Gruyter Vân Khánh, N (2015) Towards improving ESP teaching/learning in Vietnam’s higher education institutions: Integrating project-based learning into ESP courses International Journal of Languages, Literature and Linguistics, 1(4), 227-232 Wang, X., & Xiao, J (2017) An integrated skills approach to teaching English for engineering purposes: A case study of Chinese undergraduate students 50 Journal of Language Teaching and Research, 8(5), 1051-1058 doi: 10.17507/jltr.0805.16 Widdowson, H.G (1978) Teaching language as communication Oxford: Oxford University Press, 1978 51 APPENDIX Interview Protocol Interviewee: Date and time: Location: This interview is conducted to obtain data on your ways of implementing the Integrated Skills Approach in teaching Legal English at Ho Chi Minh City University of Law, and your perceptions of such an approach You will be asked open-ended questions about the concepts mentioned This interview will be audiotaped and/or filmed so as to be transcribed subsequently for analysis It is expected to last from 30 to 40 minutes You are entirely voluntary and have the right to withdraw from the study at any time without any consequences All personal information is strictly confidential and your name will be a pseudonym in the research Before we start the interview, I want your verbal consent to participate in this study Can you confirm that you agree to take part in this study and that you give your consent for the interview to be recorded? Questions: 1) How you integrate multiple skills in a single lesson? 2) What activities and tasks you use to integrate skills in a lesson? Why you use those activities and tasks? 52 3) Which activity and task you use the most often? Why? 4) What materials besides the coursebooks you use in your integrated lessons? 5) What are the strengths of the Integrated Skills Approach? 6) What are the weaknesses of the Integrated Skills Approach? 7) What challenges, if any, you face when teaching in an integrated way? 8) Is the Integrated Skills Approach appropriate for teaching Legal English? Why (not)? 53