Dissertation (MA Education)This study assessed teachers’ competence in integration of four english language skills in classroom: the case of dodoma city; Tanzania. It was conducted inorder to: i) Assess teachers’ knowledge on the integration of reading, writing, speaking and listening ii) Assess teachers’ pedagogical competence on the integration of reading, writing, speaking and listening iii) Explore strategies used by teachers in assessing reading, writing, speaking and listening skills in formative assessment. The study employed mixed research approach as both qualitative and quantitative data were significant in investigation of the particular matter. The study employed exploratory and descriptive research designs in planning, collecting and analysing data in this inquiry.The study was guided by social constructivism theory in which social interaction culture in teaching and learning environment was regarded as very important factors to determining the students’ cognitive and social development. The sample of the study consist of 63 English Language subject teachers and 24 students both from the 10 selected ordinary level Secondary Schools in Dodoma City. Semistructured interviews, focused group discussion, questionnaire and observation were the methods used for collecting data. Qualitative data were analysed through content analysis while quantitative data were analysed statistically using descriptive statistics with the aid of SPSS version 21. Findings revealed that, majority of English language subject teachers are lacking competence in teaching the the four English language skills through integrated skill Approach. It is therefore recommended that, English language teachers should be given regular professional development training to acquaint them with newly emerging teaching and learning methods and techniques. Additionaly; The English Language subject syllabus to be revised to accommodate integration of the four English language skills.