DOI: https://doi.org/10.36719/2789-6919/49/50-56
Gunay Mehraliyeva
Azerbaijan University of Languages
PhD student
https://orcid.org/0000-0003-4923-8004
gunay-m2014@yandex.com
The Role of Inquiry-Based Learning in Foreign Language Appropriation and its Teaching Methods
Abstract
Inquiry-Based Learning (IBL) is one of the most effective models among modern pedagogical approaches that actively engage learners in the production of knowledge. Its essence lies in learners’ activities of questioning, conducting research, drawing conclusions, and reflecting. Historically, inquiry-based learning was first applied in natural sciences and later expanded to the humanities, including foreign language teaching.
The role of IBL in foreign language teaching is multifaceted. Students investigate real problems, use diverse resources, formulate research questions, and present their results both in written and oral forms. This process develops their reading, listening, speaking, and writing skills in an integrated way.
The application methods of IBL also play an essential role in teaching. Project-based learning allows students to conduct long-term research; problem-based learning develops their analytical and critical thinking skills; the jigsaw method strengthens group work and collaboration; debate and discussion techniques enhance argumentation and spontaneous communication skills, while web-quests and digital activities foster digital literacy and the ability to use modern information technologies.
Keywords: inquiry-based learning, orientation, conceptualization, investigation, project-based learning, jigsaw method