Inquiry-based Instruction in Language Learning Classroom: Saudi EFL Learners’ Learning Orientation

The purpose of the study is to examine the learning orientation of Saudi EFL learners toward inquiry-based instruction (IBI) as language pedagogy and to analyze whether the IBI can promote students’ capability to think critically and reflectively about the production of knowledge or not. To evaluate students’ analytical learning attitude, the researchers at first carried out an observational study in EFL classrooms for the first half of two consecutive semesters and then employed two sets of questionnaires on college female students at King Khalid University. The data indicated that a large majority of participants perceive this activity-based learning technique as painstaking and laborious. However, almost half of the respondents felt it motivational, constructive, and self-sufficient. The observational study exhibited the inefficacy of imposing IBI methods in EFL classrooms due to time constraints, as only a small fraction of participants was able to accomplish the inquiry-based tasks. The critical influencing factors that caused their resistance are their language incompetency to generate questions or answer the questions, their pessimistic outlook, negativity in learning perception, and lack of enthusiasm to execute an in-depth study by investigating and exploring the given topics. Their indifference towards IBI activities led the ineffectiveness of this teaching technique.