Efficacy of Inquiry-Based Learning and Teaching Approach in EFL Inferential Reading Comprehension among Chinese High School Students
Keywords:EFL, Inferential Reading Comprehension Skills, Chinese High School Students, IBLT Approach
Chinese EFL high school teaching often overlooks critical inferential reasoning in reading comprehension. This study proposes a shift from teacher-centric methods to an Inquiry-Based Learning and Teaching (IBLT) framework, expected to enhance EFL inferential reading abilities among Chinese high school students. This aligns with China's National English Curriculum Standards, emphasizing the importance of such proficiency. The study gauges current EFL reading comprehension in Chinese high schools and assesses IBLT's efficacy through a controlled, nine-week experiment, with data analysis revealing a positive impact. The findings aim to inform pedagogical tactics, promoting a more interactive, student-focused teaching model.
Abdullah, T. (2014). Developing critical thinking skills through writing in an internet-based environment. International Journal of Humanities and Social Science, 4(1), 169–178.
Adege, A. (2016). The effects of explicit instruction in critical thinking on student achievement in writing academic papers, general critical thinking ability, and critical thinking dispositions [doctoral dissertation]. Addis Ababa University.
Buranapatana, M. (2006). Enhancing critical thinking of undergraduate Thai students through dialogic inquiry [doctoral dissertation]. Canberra University.
Chen, Y., & Li, C. (2021). An exploration of the effect of reading speed on English reading comprehension. Journal of Foreign Languages, 44(2), 51-58.
Cui, K. (2022). Research on the cultivation of reading reasoning ability of senior high school student under the concept of core literacy [Unpublished dissertation]. Shandong Normal University.
Dai, D. Y., Gerbino, K. A., & Daley, M. J. (2011). Inquiry-based learning in China: Do teachers practice what they preach, and why? Frontiers of Education in China, 6(1), 139–157. DOI: https://doi.org/10.1007/s11516-011-0125-3
Facione, P. A. (2011). Critical thinking: What it is and why it counts. Measured Reasons and The California Academic Press.
Hilsdon, J. (2010). Critical thinking. Learning development with Plymouth University. Retrieved from http://www.plymouth.ac.uk/learn
Huang, X. (2019). Research on English reading teaching under the background of new curriculum reform. Education Teaching Forum, 9, 66-67.
Kirmizi, F. (2010). Relationship between reading comprehension strategy use and daily free reading time. Procedia Social and Behavioral Sciences, 2(2), 4752–4756. https://doi.org/10.1016/j.sbspro.2010.03.763 DOI: https://doi.org/10.1016/j.sbspro.2010.03.763
Lee. (2014). Inquiry-based teaching in second and foreign language pedagogy. Journal of Language Teaching and Research, 5(6), 1236-1244. DOI: https://doi.org/10.4304/jltr.5.6.1236-1244
Lee, J. (2023). Text structure and EFL reading comprehension: An empirical investigation. Reading Research Quarterly, 58(3), 409-432.
Liu, J. (2021). An empirical study on the application of deep learning to English reading teaching in senior high school [ master's thesis]. Hunan Institute of Science and Technology.
Luo, G. P. (2021). A study on English reading instruction in senior high school from the perspective of deep teaching concept [Unpublished master's thesis]. Central China Normal University.
Ma, R. (2021). Application of deep learning to English reading teaching in senior high school: A case study of No.2 Experimental Middle School affiliated to Qinghai Normal University [ master's thesis]. Qinghai Normal University.
Ma, S. (2021). The application of deep learning in English reading teaching in high school. English Language Teaching, 14(4), 70-76.
Martinee-Lee, & Duncan. (2015). A master’s level research methods class: A practice example of inquiry-based learning. Innovations in Higher Education Teaching and Learning, 3, 173 - 189. DOI: https://doi.org/10.1108/S2055-364120150000003026
Thahira Bibi TKM Thangal, & Rohana Sham. (2023). Assertiveness behavior and organizational climate among workers in a multinational company in Malaysia. DOI: https://doi.org/10.21834/ebpj.v8i23.4473
Wang, N. (2020). An investigation on the cultivation of English key competencies of high school English teaching [master's thesis]. Yanan University.
Wu, H. (2018). Research on deep teaching of mathematics in primary school [doctoral dissertation]. Central China Normal University.
Xu, C. Y., & Jin, S. Y. (2020). Research on the teaching mode of deep reading in high school English classroom based on the core competence of English subject. Modern Education, 7(40), 157-161.
Yang, J. (2019). Empirical research on high school English reading inference from the perspective of discourse linguistics [master's thesis]. Harbin Normal University.
Hua, L. (2019). Action research on the application of contextual clues to training middle school students’ inferential capability in English reading [master's thesis]. Yanbian University.
Li, Q. (2021). Research on high school English reading teaching from the perspective of deep learning [ master's thesis]. Kashi University.
Shi, H. Y. (2021). Research on deep reading teaching in high school English class (Master's thesis). Central University for Nationalities.
How to Cite
Copyright (c) 2023 Linhong Hu, Ena Bhattacharyya, Zhongwen Tan, Xime Gan
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.