ABSTRACT
This study examines whether the integrative communicative (IC) skills approach is applicable with an inflexible curriculum, and whether an instructor can exert some agency by teaching with that approach. The IC skills approach was implemented in a basic-level EFL class. The course syllabus, specifying the objectives, course schedule, and textbook was predetermined, and the textbook was not compatible with the goal of learning to compare different cultures.
Paired samples t-tests on pre- and post-instruction essays revealed that the students significantly improved all six aspects of their writing (p < .008). The instructor’s observations and the students’ responses to questionnaires also show that the students developed IC skills coupled with critical thinking and self-reflective skills, with the use of handouts, the recursive learning cycle, and assessment-driven teaching being contributing factors. In addition, both the students and the instructor were motivated to learn or teach through the IC skills approach. Implementing the approach made the instructor notice that there is always space to negotiate for better teaching even in an inflexible teaching context.
