Practices of Inquiry-Based Teaching in English Language Classrooms

Abstract

This study explores English teachers’ practices of inquiry-based teaching in secondary level. I used phenomenological research design for this study and semi-structured interview was used for data collection which enabled me in capturing qualitative experiences and practices, activities or strategies used in inquiry-based teaching from purposefully selected participants. The participants were four secondary level English teachers of Rupandehi district. Moreover, this study is based on socio-constructivism theory of Vygotsky. The data were analyzed using descriptive analysis approach. The findings of this study revealed that secondary level teachers used three different types of inquiry activities; structured, guided and open. The study further explored that assessment in inquiry, balancing content and inquiry, classroom management and the use of quality questions are the major challenges for implementing inquiry activities. The study is expected to have a great significance in improving the 21st century language pedagogy in general and in the process of implementing inquiry-based teaching in English language classroom in particular.