The aim of this study was to investigate, in a descriptive , argumentative and chronological methodology, about the positive relationship between teaching or using English poetry as an instructional source and the teaching-learning of different language skills such as reading, listening, speaking, and writing as well as other language sub skills such as pronunciation, grammar, structure, and vocabulary. Accordingly, this study is oriented towards answering the following two questions: 1. Is there any positive relationship between teaching or using English poetry as an instructional source and the teaching-learning of different language skills such as reading, listening, speaking, and writing as well as other language sub skills such as pronunciation, grammar, structure, and vocabulary? 2. What is the status of teaching or using English poetry as an instructional source in ELT? To achieve the purpose of this study, the researcher carried out a panoramic chronological review of some of the findings of previous related literature in order to draw an explanatory and argumentative line of understanding in regard to the aim and questions of this study. Findings of this study indicate that poetry can gain an effective place, as a reliable and adaptable source, in the language teaching methodology and ELT classroom. Findings of this study, in accordance with previous literature, also indicate that the teaching or using English poetry, as an instructional source for the teaching and learning English language skills and sub skills, is either neglected or avoided by teachers and students of both native and foreign settings. Conclusions of this study, based on previous literature and findings of this study, indicate that a positive relationship between teaching or using English poetry as an instructional source and the teaching-learning of different language skills such as reading, listening, speaking, and writing as well as other language sub skills such as pronunciation,