An experimental study was conducted to investigate the effectiveness of using an integrative approach to improve EFL students' communicative skill. This was done by comparing the oral performance of the subjects who were taught grammar, listening, reading and speaking integratively to that of the subjects who were taught the same skills separately. The subjects of the study comprised 105 female students from the first level in the International Academy for Health Sciences in Riyadh, Saudi Arabia. The subjects were in two specialties: nursing and pharmacy. The nursing group was assigned as the experimental group while the pharmacy group was assigned as the control. They were given an oral pre-test before the start of the study and no significant difference in language proficiency was found between the two groups. The experimental group was taught grammar, listening, reading and speaking integratively, while the control group was taught the same skills separately. At the end of the study the two groups were post-tested orally. Both groups were taught and rated by the researcher herself. Results of the study revealed that a statistically significant difference existed (p less than 0.05) between the two groups of the study on the oral post- test in favor of the experimental group. Based on this study, an integrative teaching of grammar, listening, reading and speaking is proposed as a means to improve EFL students' communicative skill. (Contains 6 tables.) [Keywords: integrative teaching, communicative skill, grammar, listening, reading.]