The Impact of Inquiry-Based Teaching on Foreign Language Acquisition: A Case Study of Arabic

Abstract

This study explores the effectiveness of inquiry-based teaching for those learning Arabic as a foreign language, particularly in terms of vocabulary acquisition, interpersonal communication, classroom engagement, critical thinking, and learner autonomy. A structured questionnaire was administered to students enrolled in Arabic courses to evaluate their perceptions of this approach. The findings suggested that students held a generally positive view of inquiry-based teaching, reporting that it significantly enhanced language learning, motivation, and classroom interaction while minimizing anxiety and fostering a supportive learning environment. The results highlight the potential of this transformative approach in foreign language education, and the study recommends its broader adoption in the curriculum.

Keywords: Arabic, foreign language, inquiry-based learning, inquiry-based teaching, language acquisition

DOI: 10.7176/JEP/15-13-10

Publication date: December 30th 2024