Linking literacies as a teaching approach has been perceived by language educators as natural and necessary (Dodson 2002; Hinkel 2006). Nevertheless, the literature has not documented much regarding how to adopt this approach in English classes, especially in EFL contexts. The present study was thus conducted to examine how EFL learners perceive a project work, which foregrounds productive skills (writing and speaking) and backgrounds receptive skills (reading and listening). In particular, the researcher intended to investigate which tasks in the skill-integration process would benefit these learners. The study was implemented at a university in central Taiwan. Two high-level English classes, one comprised of Creative Design/Science majors and the other of Social Science majors, participated in this study. The students in each class formed groups to work on an English play project. This project required every group to complete these tasks: revisiting the news stories they had reported, adapting at least one self-selected story to compose a play outline, drafting a play based on the instructor's feedback, revising the draft according to the instructor's advice, reading the scripts to the instructor, and performing the English play in class. At the end of the semester, the instructor conducted a survey to examine how her students perceived the above tasks and then analyzed the students' responses quantitatively and qualitatively. The results show the students in the two classes held different perceptions of news story selection and play outlines; however, the majority of them seemed to consider drafting, revision, performance and, in particular, scripts reading helpful to improve their English proficiency.