Interpreting and Whole Language Integrated Designs of Teaching Approaches to Listening/Speaking Skills (IELTS) in COVID-19 via the Internet

The COVID-19 pandemic has dramatically affected societies’ standard processes and teaching language procedures thereof. This study, via the internet, aims at coherently sustaining the language level stability in the global pandemic of Coronavirus crisis. By interpreting strategies of the conference, consecutive and simultaneous composition approaches with whole language, integrative designs of teaching and learning procedures have been proposed to viably maintain the acquired levels of pervious language skills potential of listening/speaking during the social catastrophic consequences of the global outbreak of Covid-19 as possible. To assess the listening/speaking proficiency for IELTS, twenty participants’ scores were obtained by virtue of pretests to final posttests of this research conducted in four intervals of two weeks. The descriptive analyses of Pearson correlation, one-way repeated measures ANOVA to observe the orientation of data results in listening/speaking competency maintenance, and Spearman's rho to evaluate the plausible converging significance of both skills on the pretest and final posttest have been conducted. Despite certain fluctuations in these variables, a moderately progressive tendency in listening comprehension has occurred. The speaking fluency proceeds with constructive expansion. This integration strategy may alleviate the negative side effects of the coronavirus pandemic upon preserving the second language consistency.