Inquiry-Based Learning

Inquiry-based Teaching in Second and Foreign Language Pedagogy

1. Concept of the topic

Inquiry teaching is characterized by its question-answer interactive information exchanges.

Instead of learning passively, it stimulates students to actively engage in cognitive and discovery
learning activities. It is assumed that this active, discovery, or socratic teaching approach promotes
the dynamics in class, draws and maintains students’ attention, reinforces meaningful
communication, deepens and expands intellectual capacity, and facilitates learning transfer. Most
importantly, it supports the development of learner’s cognitive and metacognitive strategies. This
technique best fits within the theme-based text and can be conducted in an expanding spiral
pattern.

Inquiry involves questions. Inquiry-based teaching could easily be interpreted as merely

“asking questions” or perceived as an analogy for communicative approach by foreign language
instructors. Nevertheless, it is a pedagogical approach as well as a learning strategy. Through the use
of questioning, the core value of inquiry-based pedagogy puts stress on discovery learning and the
development of learners’ cognitive skills and metacognitive strategies.

2. Theory related to the topic

Inquiry teaching (Collins & Stevens, 1983; Collins, 1987) is a cognitive educational theory as
well as a teaching practice. Unlike other theories, it was first developed inductively by studying
transcripts and analyzing the strategies employed by a number of teachers in different domains. The
studies disclosed that all those expert teachers made use of some sort of inquiry, discovery, or
Socratic approach to teaching.

3. Procedure of doing the topic

A questionnaire was administered in a Chinese as a second language class to assess

students’ feedback on the effectiveness and preference of this approach and favorable findings were
revealed. Students expressed enthusiasm on inquiry-based teaching and indicated that this
approach reinforced their learning and understanding of the course material. Qualitative data also
shows that inquiry-based teaching enhanced students’ classroom engagement and fostered an
effective and meaningful learning experience

4. Advantages and disadvantages of the topic

Advantages:

The implementation of inquiry teaching benefits second language instruction in all aspects. It
not only serves the purpose of increasing the opportunity of participation and maintaining students’
attention, it is an instrument to initiate and sustain the instructional interaction. Through
questioning, the teacher is able to probe into the pattern of errors made by students and their levels
of comprehension as well as to make judgment and assessment on the learning outcomes. It is also
anticipated that the inquiry-based teaching approach strengthens both students’ linguistic and
communicative competence. Following in the spirit of CLT and TBI, the ideal condition is to integrate
various types of questions into a meaningful context in a natural sequence.

An effective inquiry technique is a valuable expertise language educators should possess.

Good questions not just provide exciting and challenging learning experience, they allow discovery,
reflection and creativity, and ignite cognitive and metacognitive skills as well which by all means
facilitate self-regulated learning and future learning transfer. What should be kept in mind is that the
mission of being a second language educator is not just to disseminate linguistic knowledge. It is of
equal importance to assist students understand and control their learning, and to enlighten them on
making good use of cognitive and metacognitive strategies.

Disadvantages:

Virtually every language pedagogue undertakes inquiry teaching to a certain extent in some
form, but what and how to ask is of concern. It is not uncommon that many teachers experience
difficulties in motivating students to enthusiastically participate or in sustaining the duration of
meaningful interaction. Needless to say, teachers feel frustrated as their teaching practice fails to
elicit the desired output. This predicament may be attributed to inadequate preparation on
students’ part, mismatch between questions and learners’ proficiency level, or the dullness of
questions that are ineffective in eliciting prolific responses or critical thinking. Students may get
bored when questions are not challenging, are beyond their capability, or are not personally
associated. There is no doubt that the effectiveness of the inquiry skill and the appropriate choice of
questions directly impact the quality of teaching and achievement of learning.

Lee, Hong-Yi. 2014. "Inquiry-based Teaching in Second and Foreign Language Pedagogy." Journal of
Language Teaching and Research (ACADEMY PUBLISHER Manufactured in Finland) 5 (6):
1236-1244. doi:10.4304/jltr.5.6.1236-1244.

Inquiry Based Teaching in Literature Classrooms

1. Concept of the topic

To acquire language, learning through inquiry has emerged as a means that allows for
smoother and more effective communication. Teaching language through inquiry is becoming more
prevalent. More specifically, teaching English as a second language, language or literature, using
inquiry based method facilitates the learners’ ability of acquiring the new language. To carry out this
ongoing research, data have been collected from language and literature tests that learners sat for
after having followed strategies that incorporate inquiry-based techniques. The study revealed that
using Inquiry-based model as means of instruction improved the learners’ achievement and results.
Learners enjoyed their lessons and performing their complex and demanding projects. IBM should
therefore be adopted as the method of teaching in all English literature and language classes
2. Theory related to the topic

Language is fundamental to learning and permeates the entire inquiry-based schools. By

learning language as well as learning about and through language, students nurture an appreciation
of the richness of language and a love of literature. It is intended that teaching inquiry-based
language will address the needs of all learners of language in inquiry-based schools. The teaching of
language identifies the major expectations considered essential in schools. These expectations are
arranged into three main strands: oral communication, written communication and visual
communication. These communication strands are organized into sub-strands which include
listening, speaking, reading, writing, viewing and presenting. Each of the sub-strands is addressed
separately, although in practice they are interactive and interrelated elements of the program
(Beach, R., & Myers, J. 2001).

Inquiry experiences can provide valuable opportunities for students to improve their
understanding of both language content and scientific practices. Students would collaborate to
create new knowledge while learning simultaneously how to “think critically and creatively through
inquiry, reflection, exploration, experimentation, and trier and error” (Alberta Education, 2010, p.
19). However, the implementation of inquiry learning in classrooms presents a number of significant
challenges. Some schools have been exploring these challenges through a program of research on
the use of scientific visualization technologies as well as inquiry based classrooms to support inquiry
based learning in different subjects (Alberta Education, 2010). All this leads to the realization that
the processes of metacognition become a major piece of the puzzle of education, where students
learn how to learn and evaluate their process and results. As in real life, they will be working with
challenges and questions that do not have a definite or easy answer, forcing them to develop and
modify a procedure for their search for explanations and solutions for their problem. The
development of these types of skills will assist students in dealing with problems in everyday life and
prepare them for lifelong learning, further studies, and the future world outside of school.

3. Procedure of doing the topic

The study investigated the efficiency of IBM in improving learners’ performance in English
language and literature classes. The tests have been designed by the teachers and were carried out
during the scholastic year to assess the learners’ acquisition of material. The participants are the
learners of Grades 10- levels 1 and 5 in the school where the researchers teach. To collect data,
summative tests in literature and writing were administered for terms 1 and 2. The tests’ content
covered the literature and writing units completed in class. Moreover, designed and structured
projects were also included. The summative tests took place in both terms 1 and 2. As for the
projects grades, after each unit, an assignment was scheduled for level 5 learners, thus amounting to
five different projects per term; level 1, on the other hand, had one project per semester. The
researchers hypothesized that the participants’ performances and their critical thinking skills will
improve. The results proved the hypothesis. The researchers recommend that the method be
incorporated in literature classrooms.

4. Advantages and disadvantages of the topic

Advantages:
 Inquiry-based model can assist teachers in preparing their lessons and catering for all their
learners’ diverse needs. Through this model, teachers can prepare their learners for the lesson
through prepared questions that will motivate the learners to ‘inquire’ and ‘seek for the truth’.
Inquiry-based learning (IBL) has the learners’ questions, ideas and reflections at the center of the
learners’ learning experiences. It has the Confucian motto “Tell me and I forget, show me and I
remember, involve me and I understand” at the heart of its procedure. Through inquiry, learners
move away from accumulating data and more toward acquiring useful applicable knowledge (Taylor
& Bilbrey, 2012). This renders learners 21st Century citizens who are critical thinkers and problem
solvers.

Inquiry experiences can provide valuable opportunities for students to improve their
understanding of both language content and scientific practices. Students would collaborate to
create new knowledge while learning simultaneously how to “think critically and creatively through
inquiry, reflection, exploration, experimentation, and trier and error” (Alberta Education, 2010, p.
19).

Disadvantages:

The implementation of inquiry learning in classrooms presents a number of significant

challenges. Some schools have been exploring these challenges through a program of research on
the use of scientific visualization technologies as well as inquiry based classrooms to support
inquiryMira M. Alameddine and Hala W. Ahwal / Procedia - Social and Behavioral Sciences 232 (
2016 ) 332 – 337 335 based learning in different subjects (Alberta Education, 2010). All this leads to
the realization that the processes of metacognition become a major piece of the puzzle of education,
where students learn how to learn and evaluate their process and results. As in real life, they will be
working with challenges and questions that do not have a definite or easy answer, forcing them to
develop and modify a procedure for their search for explanations and solutions for their problem.
The development of these types of skills will assist students in dealing with problems in everyday life
and prepare them for lifelong learning, further studies, and the future world outside of school.

Alameddine, Mira M. , and Hala W. Ahwal. 2016. "Inquiry Based Teaching in Literature Classrooms."
Procedia - Social and Behavioral Sciences 232 (Elsevier Ltd) 332 – 337.
doi:10.1016/j.sbspro.2016.10.031.