The integrated approach which incorporates four language skills, i.e., reading, writing, speaking, and listening, has not only become a dominant trend toward L1/L2 teaching but has also opened a new page for college instruction in Taiwan. Due to the focus of school policy on promoting students' English proficiency, all sophomore students in Chang-Jung College are required to take sophomore English courses on the basis of ability grouping after completing Freshman English courses, i.e., basic level, intermediate level, and advanced level. The purpose of this study involves investigating the practicability of college English teacher's fulfillment of incorporating four language skills via their instructional design as well as teaching strategies for sophomore English courses. In the meantime, students' responses to their classes as well as their interactions with the instructor will also be assessed, serving as an aid to evaluate the fulfillment of this integrated language approach. Under the premise of ability grouping, two classes from each level will be adopted as the subjects in this study. The methodology will focus on classroom observation and questionnaire survey by both sides of instructors & students. Answers from the questionnaires by both teacher's and students' perceptions of an integrated approach will provide an explanation for the feasibility of this approach in college English instruction in Taiwan. It is ultimately hoped that this study can work effectively for the relative research in the future, in evaluating the influence of factors of cultural differences, social-economic differences, and learning motivation upon the implementation of an integrated language approach.