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This study aimed to examine the predictive role of frustration tolerance and social competence in body image satisfaction among adolescents with physical disabilities. This research utilized a correlational descriptive design with a sample of 350 adolescents with physical disabilities, selected based on Morgan and Krejcie’s sample size determination table. Participants completed standardized self-report measures assessing body image satisfaction (MBSRQ), frustration tolerance (FDS), and social competence (SSRS). Data analysis was conducted using Pearson correlation to explore associations between variables and linear regression to determine the predictive power of frustration tolerance and social competence on body image satisfaction. All statistical analyses were performed using SPSS-27, and assumptions of normality, linearity, and multicollinearity were confirmed before conducting the regression analysis. Descriptive statistics showed that participants had a mean body image satisfaction score of 74.56 (SD = 9.87), a frustration tolerance score of 62.34 (SD = 8.23), and a social competence score of 68.21 (SD = 7.95). Correlation analysis revealed significant positive relationships between body image satisfaction and frustration tolerance (r = 0.52, p < 0.01) and body image satisfaction and social competence (r = 0.61, p < 0.01). The regression model was statistically significant (F(2, 347) = 90.75, p < 0.01, R² = 0.46), indicating that frustration tolerance (B = 0.42, β = 0.39, t = 5.25, p < 0.01) and social competence (B = 0.56, β = 0.47, t = 7.91, p < 0.01) were both significant predictors of body image satisfaction. The findings suggest that higher frustration tolerance and greater social competence are associated with increased body image satisfaction in adolescents with physical disabilities, with social competence playing a slightly stronger role. These results highlight the importance of resilience-building and social skills interventions to enhance body image satisfaction in this population.

English serves as a global bridge language, prompting continuous reforms in programs aimed at achieving proficiency. Among the most sought-after skills are listening and speaking, as people spend significant time engaged in these activities. Despite the correlation between listening and speaking, these skills are taught through distinct courses at the university in Burundi. Moreover, integrating these important language skills through teaching novels is not done there; novels are mostly exploited for their thematic and literary messages. Consequently, students often struggle with listening and speaking. This study aimed at measuring the proficiency level in listening and speaking among university students in Burundi as a result of their past exposure to novels. Besides, it experimented with the Integrative Approach to check if using it in novel teaching can reverse the situation at IPA and ENS in Burundi. Fifty-two students from Burundi Higher Institute of Education and 108 from the Institute of Applied Pedagogy, second year (2022-2023), were used. The sample size was fixed using Krejcie and Morgan’s formula[1]. Selecting students was done randomly. Both the group passed a pretest, then a posttest after a lecture on the novel, Weep Not, Refugee (2014), which also used the Integrative Approach. After marking the tests' sheets, the researcher analysed and compared scores using the SPSS 21. The pretest revealed poor performance across both groups, highlighting the inefficacy of existing methods in enhancing listening and speaking skills through novel. However, posttest scores showed excellent improvement in the experimental group while the control group continued performing poorly which answers the research question, “To what extent does the Integrative Approach improve university EFL students' scores in listening and speaking if it is used in novel teaching?” Therefore, adopting this study’s findings will enhance teaching novels at university in Burundi and sustain proficiency in listening and speaking for a lifelong experience. Keywords: English proficiency, foreign language, integrative method, listening skills, speaking skills [1] n=χ2Np(1-p)e2 N-1+χ2p(1-p) (Singh and Masuku, 2014;Bukhari, 2021)