This study attempts to investigate the relationship between students' weakness in listening skill and its effect on their performance in the TOEFL IBT integrated task of writing. It also investigates the balance among the students' four language skills. The participants of the study are senior students of Rada'a Education College of Albaydaa University, Yemen. Thirty learners are systematically chosen. They are given an integrated task of writing taken from TOEFL IBT and an independent writing task. The analysis of the data revealed that the scores obtained in the writing task based on listening were very low, if compared with the scores obtained in the independent writing task. It showed that the lower performance of the students in the integrated task is not also attributed to students' reading or grammatical and lexical weakness, rather, it is due to the students' listening problems since most of the words given in the listening passage are familiar to the students. The findings revealed that the students' poor listening comprehension is merely a reflection of what they were taught. They have almost received no training in listening if compared with other courses of reading, writing and grammar.