VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POSTGRADUATE STUDIES NGUYỄN DUY LỢI THE FEASIBILITY OF INTEGRATED APPROACH IN
ENGLISH LANGUAGE TEACHING AT MARITIME
COLLEGE No.1, HAI PHONG

(TNH KH THI CA PHƢƠNG PHP TCH HỢP TRONG GING
DY TING ANH TI TRƢNG CAO ĐNG HNG HI 1, HI
PHNG) M.A. MINOR THESIS



THE FEASIBILITY OF INTEGRATED APPROACH IN
ENGLISH LANGUAGE TEACHING AT MARITIME
COLLEGE No.1, HAI PHONG

(TNH KH THI CA PHƢƠNG PHP TCH HỢP TRONG GING
DY TING ANH TI TRƢNG CAO ĐNG HNG HI 1, HI
PHNG) M.A. MINOR THESIS Field: English Teaching Methodology
Code: 60 14 10
Supervisor : Dr. Dƣơng Thị Nụ H NI, 2011 iv

TABLE OF CONTENTS

1.1. Integrated-skills approach
5
1.1.1. Definitions
5
1.1.2. Types of Integration
6
1.1.2.1. Integration of three areas
6
1.1.2.2. Integration of skills
7
1.1.3. The advantages of integrated approach
8
1.1.4. An integrated approach to teaching reading
9
1.1.5. The disadvantages of integrated approach
10
1.2. The statement of the problems
11
1.2.1. Teachers' background
11
1.2.2. Students’ background
12
1.2.3. The current situation of English language teaching
and learning at Maritime College
13 v

1.2.3.1. The teaching situation

Integration of skills to Reading at Maritime College
19
3.1.2. Advantages of Integrated Approach
22
3.1.3. Disadvantages of Integrated Approach
23
3.2. Class observation
28
3.3. Informal interview
28
3.4. Major findings
29
3.5. Recommendations and suggestions
30
3.6. Sample lesson plans with integrated approach
32
PART III: CONCLUSION
38
1. Conclusions
38
2. Implications
38
3. Limitations
39
REFERENCES
43
APPENDICES
I
1


aims, the scope, and significance of the study.
2 PART II: DEVELOPMENT contains of 3 chapters.
Chapter 1: Literature Review justifies the literature on integrated teaching
approach, categories of integration, the advantages and disadvantages of this
method and especially the statement of the problems whose background of
teachers and students are given clearly with the application of this method at
the school.
Chapter 2: Research Methodology focus on the methodology employed in this
study, including the methodology, the participants, the instruments for data
collection.
Chapter 3: Findings and Discussions are reported.
PART III: CONCLUSION AND IMPLICATIONS presents a review of the
research and the recommendations for the improvement of the material with
selected suggestions for further research.
PART II: DEVELOPMENT
CHAPTER 1: LITERATURE REVIEW
The process of the literature review involves the researcher in exploring
the literature to establish the status quo, formulate a problem or research
enquiry, define the value of pursuing the line of enquiry established, and
compared the findings and ideas with his or her own (Andresen 1997, adapted
from Bruce 1994).
1.1. Integrated teaching approach
1.1.1. Definitions
The philosophy of integrated skills approach is based on the concept that
in natural, day-to-day experience, oral and written languages are not kept
separate and isolated from one another. Instead, they often occur together,
integrated in specific communication events (Peregoy & Boyle, 2001).

Integration of 3 areas Integration of skills
social functions of language.
Thematic/Topical Integration
In this type of integration, skills are practiced in conjunction with each
other around a topic in the way they are integrated in real life. If there is a
context, and skills activities are not isolated from this context, there thought to
be a topical unity among activities. Whenever the writers have examined the
course books for the integration of skills, this is the only type of integration the
course books seem to cover under the title of “Integration of Four Skills”.
1.2.2.2. Integration of skills
The integration of skills is a combination of four language skills
including Listening, Speaking, Writing and Reading is the most important task
for teachers.
1.2.3. The advantages of integrated approach
To summarize, using an integrated skills approach enables students to
develop their ability in the use of two or more of the four skills within real
context and in a communicative framework.
1.2.4. An integrated approach to teaching reading
1. When analyzed, there is a large overlap among the component skills of the
four skills: listening, speaking, reading and writing.
2. In real-life communication, there is a frequent alternation between receptive
and productive activities.
3. People have differences in their ability to learn through the ear, the eye and
muscular movement.
4. If something is taken in through more than one channel, it is more likely to
be learned well.
5 5. Students even of the same age, sex and cultural background are often not
interested in the same thing (1981, p. 93).


CHAPTER 2: RESEARCH METHODOLOGY
2.1. Methodology
This Chapter describes how to collect information using a set of tools
including survey questionnaire, class observation, and informal interviews.
2.1.1. Research questions
To fulfil the aims mentioned above, the research addresses the following
questions:
What are the advantages and disadvantages of using integrated approach
at Maritime College No.1, Hai Phong?
2.1.2. The participants
The study investigates the feasibility of applying integrated approach of
twenty three (23) teachers in Maritime College No. 1, Haiphong.
2.1.3. The instruments
A combination of different methods is used to collect various sources of
data.
2. 1.3.1. Survey questionnaires
Interviewing can be a complicated business as far as finding mutually
convenient times is concerned.
The researcher made use a set of survey questionnaires including closed
and open-ended questions to cover all belief of teachers and suggestions
serving for the improvement of the current learning and teaching situation.
2. 1.3.2. Classroom observation
2. 1.3.3. Informal interviews
Hopkins (cited in McDonough & McDonoug, 1997) lists three
applications of interviews in classroom research.
2.2. Data analysis
The research is expected to achieve the main following contents:
+ Teachers’ perceptions of feasibility of Integration of skills to Reading at
Maritime College;


This method required students to be more active as they had to enrich
the prior knowledge before they came to class.
8 Chart 4: Definition of Integrated Approaches
In general, the author and almost teachers at MC have the same belief of
the integration method aiming to study with perspectives of combination of
four language skills in a unit lesson.
3.1.2. Advantages of Integrated Approach
There were, according to the Table 1, two significant trends on teachers'
ideas on the advantages of integrated approach can bring about in the belief of
teachers.
Table 1: Advantages of Integrated Approach
No
Advantages
(%)
1
Help students develop four language skills
75%
2
Students are flexible to cope with various communicative situations
in real life context
80%
3
Interaction between teachers and students reaches at high level of
effectiveness
40%
4


3.1.3. Disadvantages of Integrated Approach
Regarding the disadvantages of the integration method, there were some
difficulties when integration method is applied.
Table 2: Disadvantages of integrated Approach
No
Disadvantages
(%)
1
Both teachers and students have to make great effort for preparation
if integration of teaching methods is applied
50%
2
It is demanding for the teachers because the teachers are required to
master high level of language understanding and practical experience
90%
3
It is not suitable to the newly-graduated teachers but the experienced
teachers
80%
4
It is time-consuming at class. The teachers do not have enough time
to do that.
40%
5
It makes students stressful and anxious to learn English
10%
6
It is not important and suitable at Maritime College because the
students need to learn Maritime English Vocabulary only

Language teaching at MC
In the extent to which the integrated method is applied is illustrated in
chart 7
Chart 7: Fluency of Integrated Approaches applications
Table 3: Recommendations for the application of integrated approach
No
Recommendations for the application of Integrated Approaches
(%)
1
In-service training of integrated approach should be provided for
teachers at Maritime College.
70%
2
The teaching materials and facilities should be improved to support
Integrated Approach
100%
3
The number of students in each class should be reduced to make it
easier to adopt Integrated Approach
80%
4
Tests should include not only grammar points, but also other
language skills such as listening and speaking, writing.
60%
5
Others:
0%

3.2. Class observation
3.3. Informal interview

* Reflect on their current approach and evaluate the extent to which the skills
are integrated.
* Choose instructional materials, textbooks, and technologies that promote the
integration of listening, reading, speaking, and writing, as well as the associated
skills of syntax, vocabulary, and so on.
* Even if a given course is labeled according to just one skill, remember that it
is possible to integrate the other language skills through appropriate tasks.
* Teach language learning strategies and emphasize that a given strategy can
often enhance performance in multiple skills.
12 PART III: CONCLUSIONS
1. Conclusions
Skills are the building blocks of language learning process. They are
effective elements of teaching and learning process.
2. Implications
In conclusion, the findings of this study has suggested that despite a
number of shortcomings, the integration methods can still make effective
teaching and learning outcomes for students in general and the students in the
current situation at MC.
3. Limitations
The issues addressed in this study involved mainly teachers’ opinions
through questionnaires, observation and interviews.