The Experimental Research On The Implementing Of Inquiry-based Instruction In College English Teaching

In traditional English teaching method, much attention has been paid to thedevelopment of language skills while little emphasis has been placed on the cultivationof students’ thinking ability. Consequently, students not only lost their interest andmotivation in English learning but also lacked the thinking capacity of analyzing andresolving problems. Inquiry-based instruction, advocated strongly in the DevelopmentPlan Outline for Medium and Long Term Education Reform and Development(2010—2020), and aimed to develop leaning with thinking, has aroused great concern.Despite an increasing number of researches in inquiry-based instruction, when itcomes to college English teaching, there are only a few studies and whetherinquiry-based instruction can function well in college English teaching is still uncertain.So, this study is designed to investigate the effects of inquiry-based instruction oncollege student’ English proficiency, attitudes toward English learning, and thinkingskills.60non-English major freshmen attended this study and were divided into theexperimental group and the control group.30students in the experiment group wereinstructed through inquiry-based model, while30students in the control group werelectured in the traditional method.The data of the questionnaires, English level tests and interview were analyzedcarefully. According to the results of the analysis, it can be found that inquiry-basedinstruction can play a positive role in students’ English achievements, learningattitudes, and thinking skills. The study shows that inquiry-based instruction is aneffective teaching and learning method. Based on the analysis of several factors whichaffected the implementing of inquiry-based instruction in the experiment, theresearcher offered some solutions to the problem. To sum up, the study is to improvecollege students’ and teachers’ perception of inquiry-based instruction, and to ensuresuccessful implementation of inquiry-based instruction to achieve higher tasks ofcollege English learning.