The paper looked at the theoretical premise and practical implementations of assessment for integrated language skills for English as a second language. It traced back the evolution of assessment of integrated language skills from isolated skills to integration on the premise of constructivist theory while reflecting and working on real world examples. This main objective of this paper was to explore and critically review integrated language skills and its assessment process. To meet this objective the researcher explored various researches conducted and papers written over the years. This paper investigated historical perspectives and progression, recent approaches and researches pertaining to assessment of integrated language skills. It further accentuated the fact that these approaches are aligned with recent models of multiliteracy and lay out a better picture of academic language competence. Key benefits like ameliorated authenticity, enhanced validity, positive backwash effect, relevant diagnostic information etc. were identified in the paper after analysing various studies. On one hand the research acknowledged challenges of implementing in relation to swift development, rating and evaluation system, construct definition; on the other hand, it inferred that assessment of integrated skills marks noteworthy improvement in the methodology of language testing. The findings underpinned pedagogical approaches that foreground integrated language skills as ‘inevitably vital’ for the progression and development of communicative competence among learners.
Alam et al. (2025) studied this question.