Efficacy of Inquiry-Based Learning and Teaching Approach in EFL Inferential Reading Comprehension among Chinese High School Students

Linhong Hu; Ena Bhattacharyya; Zhongwen Tan; Xime Gan

doi:10.21834/e-bpj.v8i26.4955

Authors

Linhong Hu Faculty of Education, Languages, Psychology and Music, SEGi University, Selangor, Malaysia
Ena Bhattacharyya Faculty of Education, Language, Psychology and Music, SEGi University, Petaling Jaya, Malaysia
Zhongwen Tan Dazhou No.1 Middle School, Sichuan, China
Xime Gan School of Foreign Studies, Shaoguan University, Guangdong, China

DOI:

https://doi.org/10.21834/e-bpj.v8i26.4955

Keywords:

EFL, Inferential Reading Comprehension Skills, Chinese High School Students, IBLT Approach

Abstract

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.

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