There is no doubt that in the real communication context, people rely on the integration of at least two skills to perceive and produce information no matter what language they use (Douglas, 2000). The same applies to the academic environment, particularly higher education where EFL learners are supposed to take important notes and summarize the lectures in English. This requires not only their language skills but also the ability to synthesize the perceived information without which learners cannot understand their lectures in depth. In Vietnam, 4 language skills (listening, speaking, reading and writing) have been assessed individually without any integrated tasks, therefore, a large number of EFL tertiary students struggle to recall or summarize a daily conversation or a lecture despite their ability to understand what they hear. With the aim of fostering EFL learners' communicative competence in real-life as well as academic contexts, this action research sheds light on the impacts of integrated listening & speaking tasks in two groups (30 students each) at at levels A2 and B1 at University of Engineering and Technology. The findings reveal impressively positive effects of integrated speaking tasks on learners' language competence in both groups. Specifically, over 93% of the participants responded positively to integrated speaking tasks and 96% of those found their vocabulary and pronunciation much improved. Students at level B1 did not have much difficulty summarizing a conversation or a short talk at their own level whereas most students at level A2 tended to struggle with this skill.