Inquiry-Based Learning and Reading Comprehension

Abstract

Inquiry-based learning is a teaching method which is based on constructivism and is focused on learners’ curiosity and autonomy in their learning process since it requires that learners ask their own questions and problems to explore and find solutions for themselves by using their prior knowledge and materials provided within the classroom. For that reason, the purpose of this study was to analyze the influence of inquiry-based learning on students’ reading comprehension which is one of the most essential aspects that EFL learners must master to understand the English language and interact with the world through written texts. This research project employed a mixed approach and quasiexperimental design where a pretest and posttest were applied in only one experimental group that consisted of 30 students of fourth semester of Pedagogía de los Idiomas Nacionales y Extranjeros major at Universidad Técnica de Ambato. Moreover, this study utilized the reading paper of Cambridge Preliminary English Exam (PET) to create the pre and posttest that were taken before and after five interventions of inquiry-based learning in face-to-face modality. The data collected were analyzed and interpreted by using the SPSS statistical software and it showed that there was a significant improvement in students’ scores after the treatment since pretest average was 14,9 whereas posttest average was 16.5 over 20 points. By consequence, the result of paired samples test showed that the significance of the pretest and posttest was 0.035, which determined that the application of inquiry-based learning was effective to improve students’ reading comprehension.