The unprecedented scale of the COVID-19 pandemic has dramatically impacted upon current standards and teaching language thereof. This study, via the internet, aims by adopting a translation strategy with a whole Language approach to teaching IELTS simultaneously on reading and writing skills at examining the level of acquired language stability and the probable development. Twenty participants’ scores through adobe acrobat DC and WhatsApp were obtained from the pretest into the final posttest over two months in four intervals of two weeks.  The proposed design of this study, inspired by Bell’s reader and writer relationship in translation and whole language approach, evinces a reciprocally multidimensional feature. Descriptive analysis of Pearson Correlation to consider the implications of reading and writing, and Spearman's Rho to appraise concurrent teaching of both skills were conducted. The findings suggest that, despite certain stagnation in two variables, the orientation emanates a moderately supportive tendency for gradual development in writing. The reading analysis, furthermore, proceeds with constructive progress in the teaching procedure. Finally, translation theory as an integrated approach in teaching language evinces a paramount role when affiliating with the whole language.