“Exploring Students’ Engagement Within a Collaborative Inquiry-Based Language Learning Activity in a Blended Environment”

Abstract

Recent studies have shown that both inquiry-based and blended learning are beneficial pedagogies when implemented in language learning environments. Also, collaboration can provide opportunities and many advantages to language learners. Some of the latest studies have presented examples combining two or even all three of these approaches in many different disciplines with mostly positive results toward students’ learning outcome. However, there is little research work exploring the combination of these approaches in the field of language learning and the correlation that may exist with students’ engagement. To address this research gap, this work presents an experimental study where participants were divided in experimental and control groups. A quantitative analysis method was employed to collect and analyze data concerning students’ perceptions as to whether a collaborative, inquiry-based language learning activity in a flipped classroom had a positive effect on the learning process. In particular, students’ engagement is explored at four levels: behavioral, emotional, cognitive, and relational (social). The experimental group (EG) combined all the above pedagogies, following a collaborative inquiry-based learning approach in a flipped classroom. The control group (CG) followed a collaborative learning approach in a conventional classroom environment where neither inquiry-based nor blended learning methods were applied by the teacher. Our results showed that EG students’ behavioral, emotional, cognitive, and social engagement was significantly increased comparatively to the one of CG students. Moreover, EG students accomplished higher learning outcome concerning fluency and vocabulary range than CG students.