Inquiry-Based Learning in CBLI Classrooms: Insights From Higher Education Students in Open and Guided Conditions

Abstract

The study reported here examined in detail postgraduate students’ experiences and perceptions of two inquiry-based learning (IBL) modules (i.e., open and guided) over two consecutive years. It bridges a research gap by investigating the learning effectiveness of IBL in a content-based language instruction context, where the second language is the medium rather than the goal of instruction. Following the research-led approach of research-teaching nexus model, IBL was operationalized in this study by implementing guided IBL (where students regularly and systematically reviewed a pre-selected package of research articles as the main source) and open IBL (where students were encouraged to review self-selected research articles as a supplementary activity) programs. Four entire classes, including two guided (n = 39) and two open (n = 34) IBL groups, were recruited to participate in the study. A semi-structured checklist, retrospective task, and respondent validation (informant feedback) were the research instruments. The results disclosed that guided IBL promoted the students’ disciplinary, research, and language skills more noticeably than the open IBL module did. An important implication is that with teacher intervention and scaffolding, particularly at the beginning stages of the inquiry cycle and with inexperienced students, IBL may be more effective and appealing.