This study intends to investigate the benefits and challenges associated with teaching writing practices that employ the integrated skills approach for English-majored students at Banking Academy. The purpose of the study is also to offer solutions to the difficulties EFL instructors face when teaching writing skills. A qualitative methodology with the assistance of two instruments, namely the writing of diaries and semi-structured interviews, was employed in the study. The findings revealed that this method could arouse students’ motivation and enhance their writing performance
nevertheless, some aspects, including learners’ lower level of proficiency, class size and time restriction, might have a negative influence on teaching practices. Some solutions to the constraints impeding the adoption of the integrated skills approach when teaching writing skills were offered.