This paper addressed the issue of whether teaching syntax, semantics, and pragmatics simultaneously can enhance communication of English as a Foreign Language (EFL) learners. A quasi-experimental design had two groups of 60 intermediate-level college learners: an Integrated Instruction Group (syntax-semantics-pragmatics) and a Syntax-Only Group (grammar-focused). Through communicative activities, the integrated group acquired sentence patterns, meaning mapping and contextual applications in a period of eight weeks. The results of pre-test and post-tests on syntactic accuracy, semantic precision, pragmatic competence and overall speaking/writing performance indicated that both groups had improved, but the integrated group performed better than the syntax-only group, specifically in pragmatic appropriateness. The findings of role play showed that integrated instruction created superior contextual adaptation in terms of more mitigation strategies and less pragmatic mismatch. The research recommends that a teacher should teach syntax, meaning, and context more as a unit of teaching rather than as individual ones.