Abstract
The present study investigates the effects of implementing an inquiry-based teaching technique on motivating EFL/ESL student teachers to learn an English content-based course and to become critical toward the knowledge they are exposed to in this course. A quasi-experimental methodology of research was implemented through the one independent group design on a class of 19 students majoring in English education in the bachelor program at Bahrain Teachers College, University of Bahrain. A pre-post questionnaire was conducted to identify students’ motivations towards both the English content-based course and the proposed technique that is the inquiry-based teaching before and after the application of it. The study findings revealed positive impact of the proposed technique on increasing those EFL/ESL student teachers’ motivations toward the current course which indicates the effectiveness of this technique in motivating students to study other theoretical English content-based courses as well as supporting these students to develop new study skills that can assist them to learn and understand the content of these types of courses, which usually are theoretical.
Highlights
Sun (2012) states that nowadays questioning strategy in ESL classroom is one of the most effective English language teaching strategies as it allows the teachers to develop more interpersonal activities to their students in a real interactive background, and to involve many students with their own single personalities that teachers encounter in the classroom
The above results show significant differences at level 0.05 (0.13) in students’ motivation towards studying the target theoretical course after the application of the inquiry-based technique, which indicates that the proposed technique was effective enough in increasing the third year English Language Teachers (ELTs) students’ motivation towards studying theoretical content courses as represented in the current course [language testing and evaluation]
The results show significant differences in those third year students’ motivation towards the application of the inquiry-based technique at level≤ 0.05 after the implementation of this technique in teaching and learning the Language Testing and Evaluation course
Summary
Sun (2012) states that nowadays questioning strategy in ESL classroom is one of the most effective English language teaching strategies as it allows the teachers to develop more interpersonal activities to their students in a real interactive background, and to involve many students with their own single personalities that teachers encounter in the classroom. Several studies focused on how the application of questioning strategies in the EFL/ESL classroom develops the linguistic competence through its improvement of certain skills, especially the reading skills. Inquiry involves questions and so an inquiry-based teaching practice means generating questions or an approach for communicative competence by foreign language instructors. In this regard, Yubin (2004) reports in his study that creating an inquiry-based teaching learning environment in the EFL/ESL classroom develops the learners’ language accuracy and reduces the linguistic errors they usually make when practicing the language. Yubin (2014) explains that the nature of learning occurred during the inquiry-based teaching generated an amount of feedback that was processed by the teacher to the students who were at the same time directly applying the required corrections and implementing them in their actual practice during the lesson. Sujariati et al (2016) asserts this finding and adds that the results of the application of questioning strategies on an Indonesian EFL university students revealed an increase in the classroom participation with an adequate level of oral fluency on the part of the students due to the opportunities elt.ccsenet.org
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