EL 117- Technology for Language Education

Understanding Culture

Written Report in EL 117:

Technology in Language Education 2

Chapter 2: Nature of Inquiry-Based

and Research- Based Learning

Group 2
De Vera, Trisha Mae M.
Hidalgo, Kian John I.
Lapitan, Chasyl Khyle
Marmito, Eunice
Miranda, Christine V.
Patungan, Jamaica Liezl D.

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 EL 117- Technology for Language Education

LEARNING OBJECTIVES

STORYBy
OVERVIEW
the end of the chapter, at least 75% of the students should be able to:

 Differentiate Inquiry- based and research-based learning;

 List the different tools that can be used in Inquiry-Based and Research-Based
Learning;
 Examine the use of technology inside the classroom in fostering effective teaching
and learning processes.
 Distinguish the confirmation, structured, guided, and open inquiries based on their
function and purpose;
 Identify the key language skills and competencies for effective inquiry-based and
research-based learning and;
 Analyze the MELCS (Most Essential Learning Competencies) to determine specific
language competencies relevant to inquiry-based and research-based learning.
OPER/CONTNTS
LESSON PROPER / CONTENT

STORY OVERVIEW
I. INQUIRY-BASED VS. RESEARCH-BASED LEARNING

 Inquiry- Based Learning

 Is a learning and teaching approach that emphasizes students' questions, ideas and
observations.
 a learning process that engages students by making real-world connections through
exploration and high-level questioning.

Unlike traditional education methods which often start with facts and laws, inquiry based
learning begins with questions posed by students or instructors.

John Dewey

 The origins of inquiry based learning can be traced back to the

early 20th century influenced heavily by educational theorists
such as John Dewey .
 He championed the idea that “Education should be rooted in
real experience and reflection rather than rote memorization”

Features of Inquiry Based Learning

1. It involves the process of exploring and investigating.

 students are encouraged to be curious, ask questions and conduct experiments.

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 This kind of active participation helps them develop critical thinking and problem
solving skills.

2. It is student centered.
 The students' interest and questions drive the learning process which can lead to
more personalized and relevant educational experiences.

3. It requires teachers to adopt the role of facilitators rather than traditional

instructors.
 They provide guidance and resources to support the learner's inquiry and help
scaffold their understanding but do not dictate the learning path.

To illustrate these features, in the context of language learning. Here is an example.

Language Varieties
(Sociolect- Gay Lingo)

Instead of starting with a textbook description of what language is, the teacher might begin by
showing a video or presenting a real world scenario that raises questions about:

 How were these languages born?

 Do people use them on a daily basis? Do they also study them at school?

To find answers the students might conduct research, write vocabulary books based on their
observations and even undertake field visits to immerse themselves in the language.

This hands-on investigative approach not only helps students understand the concept of
language varieties more deeply but also connects them to the real world making learning
more meaningful and engaging.

 Research- Based Learning

 Is a type of approach in which the students actively search for and then use multiple
resources, materials, and texts in order to explore important, relevant, and interesting
questions and challenges.
 It is a specific approach to classroom teaching that places less emphasis on teacher-
centered learning of content and facts and greater emphasis on students as active
researchers.
 They learn how to read for understanding, form interpretations, develop and evaluate
hypotheses, and think critically and creatively.

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Phases:

1. Identify and Clarify: Determine the problem or question.

2. Find and Process: Gather and analyze information.
3. Think Critically: Evaluate and connect ideas.
4. Apply and Conclude: Use knowledge to solve or create.
5. Communicate: Share findings and results.

Example:
Literary Analysis
(To Kill a Mockingbird)

Students are tasked with researching the themes of a classic novel,To Kill a Mockingbird.

Instead of just letting the students find something blindly, the teacher might provide a
structured framework or prompts for the students to use as a guide.

Research Questions:
 What are the main themes in the novel?
 How does the setting influence the characters?
 How does the historical background to which the novel is written, affect the analysis?

Outline: A suggested outline for their research paper, helping students organize their thoughts
and findings.

Differences

Features Inquiry-Based Learning (IBL) Research-Based Learning (RBL)

Teacher’s Guide discovery process Provides framework and support

Role

Student’s Role Actively explores and asks Conducts independent research

questions

Focus Questioning and exploration Research process and problem

solving

Outcome Open-ended understanding Defined solutions or conclusions

Source of Data First - hand experiences Outside sources

Similarities

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Inquiry-based learning (IBL) and research-based learning (RBL) are active learning methods
that aim to engage students and move them beyond passive information reception. In line
with this, both approaches champion the learner - centered approach.

II. WHEN TO USE

Chilsom and Godley (2011), purport that inquiry-based instruction (IBI) offers an
especially appropriate approach to learning about language variation, identity and power since
IBI provide students with opportunities to learn about current issues in sociolinguistic in sharing
and debating on personal experience with language from multiple perspectives.

6 Benefits of Inquiry-Based Learning in the Classroom

Inquiry-based instruction not only supports classroom learning objectives, it can also
help build students' soft skills that can be applied to other areas of their lives. As you work
toward your education degree, take some time to reflect upon the ways that you might
incorporate inquiry-based learning into your lesson plans. Here are six benefits of inquiry-
based instructions:

1. Molds Curiosity

Most students are naturally curious. When students engage in inquiry-

based learning, they can ask the questions they want to ask and try different
solutions that enable them to recognize that there is not always one right
answer or a single correct path toward knowledge.

2. Fosters Creativity

Through inquiry-based learning, students must think deeply about a

topic. They then start to consider many ways of approaching a problem. They
use creativity and critical thinking to come up with new approaches. Sometimes
one way does not work, so they must try something new. This keeps them
innovating and creating potential approaches to find the answers they seek.

3. Improves Problem-Solving Skills

An inquiry-based approach focuses on solving open-ended questions

or problems. Students must use critical thinking and reasoning skills to come
up with a conclusion and defend their results. This means they will need to look
for new ways of thinking about their problem and come up with solutions that
other people might not have tried before.

4. Encourages Collaboration and Interconnectedness

When students become immersed in learning, they can find

connections between what they are trying to learn and information they already
know. For example, a student making an inquiry into changes in the weather
may need to use their math skills to calculate monthly temperature averages.

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5. Allows Autonomy

Working in an inquiry-based learning classroom helps students develop

a love of learning through independence. Rather than simply following along
with a lesson, students create the lessons they learn based on their own
inquiry, allowing them to become independent thinkers and problem-solvers.

IBL and RBL or Traditional Teaching?

There Isn’t Necessarily a Best Method. IBL and RBL isn’t the end-all and be-all
of learning. It’s just another tool in your holistic learning toolkit, along with traditional
learning models. The pressure to memorize and retain information at the same pace
as your peers while being regularly tested for them does work in raising the literacy
rates of the studious child. It just pays to also have IBL on hand to allow the same child
to work independently or collaboratively with classmates to solve problems through
fieldwork and in-class work with constant inquiries and out-of-the-box exploration.
The structured learning of the traditional or instructional model focuses on
helping the child develop into a well-rounded person capable of answering a central
question or solving a particular problem. Meanwhile, the process of having the child
pose questions they come up with rather than having the teacher pose questions
related to the theme or topic allows him to truly understand or comprehend something
instead of just memorizing facts from a book or a chalkboard.

In conclusion, it’s not about choosing what is the best method that you can use
in your instruction. It is about finding the balance between the teaching methods, and
wisely choosing when the best time is to use such methods.

III. TYPES OF INQUIRY

Inquiry-Based Learning is a learning process that deviates individuals from relying only
upon printed materials to acquire information; instead, it situates them in an active forming of
knowledge through exposure to investigating scenarios, problems, and social experiences.

There are four types of inquiry that are commonly used in inquiry-based instruction:

Confirmation Structured Guided Open

Inquiry Inquiry Inquiry Inquiry

HIGH LOW
Teacher Involvement

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1. Confirmation Inquiry
- Stemming from its name, “confirmation inquiry,” the main goal of this type of inquiry
is to confirm the results.
- Learners confirm a principle through an activity when the results are known in
advance.
- It allows learners to work on already established ideas and reinforce them using
their investigative skills. For instance, during a scientific experiment, students
follow a series of steps and verify the result by comparing it to what is given in the
text.
- It is also called limited inquiry.

2. Structured Inquiry
- It follows some pre-determined steps where learners investigate a teacher-
presented question through a prescribed procedure.
- The goal is to require the learners to solve a question using the given method and
provide the end result that is backed up by solid evidence gathered during the
investigative process.

EXAMPLE

As a part of their discussion of Mother Tongue-Based Multilingual Education,

Teacher Trisha tasked her student to determine the challenges experienced by
teachers in the implementation of MTB-MLE through an interview. She provided her
students with a guide checklist that they can use during the interview.

In this example, the students were given a subject to investigate (challenges

encountered by teachers in MTB-MLE) and were provided with a method (interview)
to carry out the task.

 Question: What are the challenges encountered by teachers in MTB-MLE?

 Procedure: Interview

3. Guided Inquiry
- Learners are only given a question.
- The goal is to let learners design a method to be employed to solve the question.

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EXAMPLE

BSEd-English III-1 are tasked to determine the challenges experienced by teachers

in the implementation of Mother Tongue-Based Multilingual Education.

In this example, the students are only provided with the subject to investigate
(challenges encountered by teachers in MTB-MLE) but not with a prescribed
method to follow. Therefore, students can choose what method they should
employ to carry out the task (e.g. interview, review on related studies,
ethnography).

 Question: What are the challenges encountered by teachers in MTB-MLE?

4. Open Inquiry
- This type of inquiry requires the greatest cognitive demand from learners.
- Learners are encouraged to formulate a question, design a method to solve the
question, and carry out the inquiry itself.
- Learners must present the end result after the investigative process.

EXAMPLE

The students of BSEd-English III-1 class are divided into four groups for an activity.
Each group was given a picture that depicts a scenario. They were tasked to
compose an informative speech about the picture. The speech should be delivered
for three minutes.

In this example, the students are only given a prompt from which they should draw
their own questions. Once the question is formulated, the students should employ
a method to be used to carry out the inquiry and gather results.

Question: [Students have the leeway to choose a topic to investigate based on the
given picture.]

IV. ROLE OF THE TEACHER

1. Inquiry-Based Learning

Students own a great deal of responsibility for learning during inquiry-based lessons,
but teachers are still crucial guides for making sure that learning takes place. The role teachers
play in inquiry-based learning encompasses several factors:

 Teachers begin the inquiry process by introducing topics and encouraging questioning
and modeling what it looks like to be curious.

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 They promote and guide focused dialogue and discussion among students attempting
to answer their questions.
 The teacher leads students between small-group and whole-classroom discussions.
They determine the transition.
 Teachers pay attention to discussions and clarify misconceptions. They add
information to further develop students’ understanding of the material.
 They bring student experiences into the discussion to make learning more relevant.
 The amount of guidance and leading a teacher provides may vary. Teachers are able
to make changes on the fly to adapt to particular lessons and concepts. Additionally,
by knowing how their students respond teachers can create truly engaging learning
experiences.

Key Responsibilities of Teachers in IBL

The transition to inquiry-based learning requires teachers to adopt several important roles:

Facilitator

- Teachers create a learning environment where students feel safe to explore

ideas and ask questions. They guide discussions and activities, helping
students make connections between their inquiries and the academic
content.

Resource Provider

- Teachers supply a variety of resources—books, articles, videos, and digital

tools—that support students' investigations.

Instructor

- Even in a student-centered classroom, direct instruction remains important.

Teachers provide key concepts and skills needed to conduct inquiries
effectively.

Mentor

- Teachers mentor students in their journey of learning, providing feedback

and support that encourages deeper thinking and reflection.

Assessor

- Teachers develop assessment methods that capture the depth and breadth
of student learning in IBL. This might include portfolios, presentations, and
reflective essays.

2. Research-Based Learning

Teachers play a key role in the success of research-based instruction by:

 Engaging and involving students in information gathering and processing.

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 Teachers might occasionally provide information through lectures, and textbooks are
used as a source of information, there is an emphasis placed on students learning how
to seek out and process resources themselves.
 A teacher provides a climate that supports student curiosity and questioning.
 Teachers enable students to ask questions and pose problems. Students are invited
to ask and answer questions. The classroom climate is conducive to using higher-order
thinking and problem-solving skills to apply knowledge to solve problems.
 Teachers attempt to build ways for students to take ownership of their learning, to
create a value and a purpose for learning.

IV. ROLE OF TECHNOLOGY

21st century skills require every individual to get familiarized with technology and its use.
Thus, students in this generation are becoming more and more dependent on the internet.
Hence, to adapt and administer efficient methods of teaching and learning, technology has
become a necessity in the world of education.

THE ROLES OF TECHNOLOGY IN FOSTERING INQUIRY-BASED LEARNING

1. Technology fosters an Environment of Active Learning

The introduction of several digital technologies has transformed traditional learning

concepts, allowing for a more dynamic and collaborative approach to education. With this,
technology enables students to participate actively in the learning process with the use of
technology tools that enable students to think critically and collaborate with their peers during
the teaching process.

For example:

EdApp - This learning resource can assist students in collaboratively reflecting on their
learning. Students can initiate conversations to clear up any misconceptions about their
lessons, make inferences from the facilitator's situation-based questions, and collaboratively
exchange thoughts about their lessons. Additionally, EdApp may be utilized as a peer learning
tool, allowing students to help their classmates or co-students to develop better understanding
of the lesson process.

Padlet - Padlet is a dynamic and user-friendly virtual bulletin board that you can share with
your students during class or as an extension of their learning, in which the instructor asks a
question by posting on the virtual board and all pupils will respond.

2. Technology Provide Platforms for Acquiring Information

The internet, or specifically the World Wide Web, offers lots of platforms for mining
information. Digital technology has made it easy to find vast amounts of information on the
internet with just a few taps of your fingertips because of its rapid growth within the years. As

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a result, students will be able to gather various types of information and sources to satisfy their
curiosity by investigating their questions and hypotheses.

3. Interrelate Ideas to Promote Collaboration

Several research evidence shows how effective computer supported collaborative

learning is within the instructional process (Koschmann, 1996; Koschmann, Hall & Miyake,
2001).

According to Ludvigsen and Mørch (2010), Computer-supported collaborative learning

(CSCL) is the field concerned with how information and communication technology (ICT) might
support learning in groups. CSCL is intimately concerned with education and how students
can work collaboratively with their peers even outside the classroom neglecting the statement
which says that technologies makes people become anti-social.

Computer-Supported Collaborative Learning (CSCL) is an innovative educational tool

that brings the learners together and can offer creative activities of intellectual exploration and
social interaction through taking advantage of the exciting potential of Internet resources for
significant transformation of learning (Merculio, 2016).

Collaborative learning fosters development of higher-level thinking, oral

communication, self-management, and leadership skills, promotion of studentfaculty
interaction, increase in student retention, self-esteem, and responsibility, exposure to and an
increase in understanding of diverse perspectives (Collaborative Learning | Center for
Teaching Innovation n.d.).

4. Encourages Student to be Inquisitive

Use Google Forms during the teaching process to provide students the opportunity to
ask questions. The instructor will create an active learning environment that caters to students'
curiosity and fosters a student-centered approach. This process of questioning will help
students develop their desire for knowledge.

5. Fosters Personalized Learning

Technology has provided access to data, including how students are performing in
proportion to their desired learning method. It has also given students greater visibility over
their progress than they have ever had before. Considering Howard Gardner's theory of
multiple intelligences, It has been demonstrated that a one-size-fits-all strategy is contrary to
learning; therefore, with the help of technology, students will be able to personalize their
learning according to their types of intelligence.

Examples:

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Visual-Spatial Intelligence - Gamification, such as Minecraft, and the creation of virtual

civilizations and architectural works are among the technological tools used in this process.

Interpersonal Intelligence - Working on collaborative team projects, video conferencing

platforms like Skype, and social media for debate of current events are some of the
technological tools used for this learning.

THE ROLES OF TECHNOLOGY IN FOSTERING RESEARCH-BASED LEARNING

1. Verifying Information Online

RBL involves actively searching for multiple resources of pieces of information, but
how would technology help verify information gathered? With the use of Artificial Intelligence,
information published online can be verified. In addition, AI can help identify the source of
information and whether it is a credible and reliable source.

2. Promotes Mentor Teaching

RBL involves guidance and mentorship from professors or experts in the field by
offering data-driven and personalized feedback, coaching, and assistance; digital tools can
improve teacher mentorship.

3. Providing Platforms in Citing Multiple Sources

Citation is an important role not just for students but also for everyone. Citing a source
means that you show, within the body of your text, that you took words, ideas, figures, images,
etc. from another place. One example of a digital tool that you can see on the internet is the
Scribbr which is a writing assistant that offers plagiarism, citation, and proofreading services.

4. Technology Helps Researchers Gather Data Efficiently

Digital technology has made it easy to find vast amounts of information on the internet
with just a few taps of your fingertips because of its rapid growth within the years. As a result,
students will be able to gather various types of information and sources to satisfy their curiosity
by investigating their questions and hypotheses.

V. LANGUAGE COMPETENCIES FOR IBL AND RBL

Language competency is a crucial component of successful inquiry-based and research-

based learning. It involves effectively communicating ideas, understanding information, and
engaging in critical thinking. In these learning environments, language is not just a tool for
conveying information; it's a means of constructing knowledge and understanding.

Given the importance of language competency in IBL and RBL, this lesson will explore
its specific requirements within these educational frameworks.

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LANGUAGE COMPETENCY
Language competency or in other terms, linguistic competence refers to the
unconscious knowledge of grammar that allows a speaker to use and understand a language
(Nordquist, 2020).

 INQUIRY-BASED LEARNING
Inquiry-based learning (IBL) is a learning and teaching method that prioritizes student
questions, ideas, and analyses.

For STUDENTS For TEACHERS

Inquiry-based learning focuses on Inquiry-based teaching focuses on moving

investigating an open question or problem. students beyond general curiosity into the
Students must use evidence-based realms of critical thinking and understanding.
reasoning and creative problem-solving to Teachers must encourage students to ask
reach a conclusion, which they must defend questions and support them through the
or present. investigation process, understanding when
to begin and how to structure an inquiry
activity.

Types of Inquiry-Based Learning

Confirmation Inquiry You give students a question, its answer, and the method of
reaching this answer. Their goal is to build investigation and
critical-thinking skills, learning how the specific method works.

Structured Inquiry You give students an open question and an investigation method.
They must use the method to craft an evidence-backed
conclusion.

Guided Inquiry You give students an open question. Typically, in groups, they
design investigation methods to conclude.

Open Inquiry You give students time and support. They pose original questions
that they investigate through their methods and eventually present
their results to discuss and expand.

Regardless of the type, inquiry-based learning aims to develop students’ abilities to

analyze, synthesize, and evaluate information; indications of high-level thinking according
to Bloom’s Taxonomy.

Benefits of Inquiry-Based Learning

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1. Reinforces Curriculum Content

Whereas some see inquiry-based learning as a departure from the curriculum, you can
use it to reinforce relevant content and improve understanding of core concepts.

This is due to curiosity’s effect on the brain. When a concept sparks curiosity, there
is increased activity in the hippocampus (the region of the brain responsible for memory
creation).

When students show more curiosity than normal regarding a specific topic, satiate it
by using their questions to introduce an inquiry activity in the coming days.

In doing so, they should effectively retain essential information gleaned during the
exercise, according to a study from the Association for Psychological Science.

2. “Warms Up” the Brain for Learning

Running a brief inquiry activity to start class can help students absorb information
throughout the day, according to the same study.

Specifically, it states that curiosity prepares the brain for learning -- allowing students
to become more proficient at understanding and remembering skills and concepts.

An easy way to inspire curiosity is by launching an inquiry activity as a surprise.

Related to a recent topic students found especially interesting, begin a lesson by playing a
video or sharing a primary source document. Then, give students an open question to answer
either individually or as a group.

This will help start class in a curiosity-sparking, intellectually stimulating way.

3. Promotes a Deeper Understanding of Content

By delving into a concept through inquiry, students should see it as more than a simple
rule, idea, or formula.

Many of them will understand:

 How the idea was developed

 Why the rule or formula works
 When they can properly apply the rule, idea, or formula
This is because the process of asking open questions, and solving them through
original strategies, empowers students to take ownership of their learning. Barring
hiccups, they should be able to build an understanding of a concept through their methods
and thinking styles. The same principle applies to experiential learning, which puts students
at the center of the learning experience.

They won’t have to follow a process they can’t grasp, possibly arriving at a seemingly
unjustified conclusion.

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4. Helps Make Learning Rewarding

Inquiry can help students see the intrinsic rewards of learning, says an oft-cited article
from the Harvard Educational Review.

The author states that many kids learn in an attempt to earn “the rewards of parental
or teacher approval or the avoidance of failure.” As a result, they may not appreciate the
inherent benefits of learning.

He hypothesized that inquiry-based learning instills a different mindset. It shows

students how fulfilling the act of discovery is, and that theorizing a new strategy or original
conclusion is a reward. Because of this, they grow to enjoy the learning process itself -- not
parent or teacher approval. This means that student appreciation for learning can improve with
a simple inquiry exercise.

5. Builds Initiative and Self-Direction

Students can improve certain transferable skills through inquiry-based learning, many
of which relate to initiative and self-direction. This is evident when examining the steps of the
inquiry process. Students learn how to ask questions, investigate, discuss, collaborate,
cooperate, and reach their conclusions. Although they can separately build these skills through
other activities, self-guided inquiry and analysis synthesize this development. Such skills
will not only prove useful as students reach higher grades but enter post-secondary school
and beyond.

6. Works in Almost Any Classroom

Inquiry-based learning can also benefit teachers, as you can repurpose activities for
almost any classroom. Even regardless of grade and individual skill levels.

This is because you can:

 Adapt the pace and content to suit the needs of students

 Appeal to students who struggle to grasp content through traditional lessons
 Deliver exercises that greatly differ, using distinct content and investigation
methods
 Use an inquiry exercise as either a “minds-on” activity, review, full lesson, or
standalone project
 Reinforce and expand upon any relevant concept, as long as students have shown
curiosity towards it
In these ways, you’ll have the flexibility to provide inquiry exercises to the majority of
your classes year after year.

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7. Offers Differentiated Instruction

Running an inquiry-based learning activity will give you a chance to use
differentiated instruction strategies, appealing to the diverse learning styles of your
students. Students can work by themselves or as part of a small or large group. The inquiry
itself typically involves methods such as discussion and guided research. You can also provide
content in the form of text, audio, video, and virtual or physical manipulatives such as building
blocks. Delivering a range of content and ways to process it, inquiry activities can allow you to
meet your student’s distinct learning needs and preferences.

 RESEARCH-BASED LEARNING
Research-based learning (RBL) consists of a framework that helps to prepare
students to be lifelong inquirers and learners. The term “research,” which often conjures
up a picture of students writing research reports, is here defined as a way of thinking about
teaching and learning, a perspective, a paradigm. It is a specific approach to classroom
teaching that places less emphasis on teacher-centered learning of content and facts and
greater emphasis on students as active researchers.

In a research-based learning approach, students actively search for and then use
multiple resources, materials, and texts to explore important, relevant, and interesting
questions and challenges. They find, process, organize, and evaluate information and
ideas as they build reading skills and vocabulary. They learn how to read for
understanding, form interpretations, develop and evaluate hypotheses, and think critically
and creatively. They learn how to solve problems, challenges, and dilemmas. Finally, they
develop communication skills through writing and discussion.

In the five stages of research-based learning, students:

Identify and clarify A key component of research-based learning is the identification

issues, questions, and clarification of issues, problems, challenges, and questions for
challenges, and discussion and exploration. The learner can seek relevancy in the
puzzles. work they are doing and become deeply involved in the learning
process.

Find and process Students are tasked with searching for, finding, closely reading,
information. processing, and using information related to the identified issue
and question from one or more sources. As they seek out
resources and read information, and then organize, classify,
categorize, define, and

Think critically and Students are provided with the opportunity to use their researched
creatively. information to compare and contrast, interpret, apply, infer,
analyze, synthesize, and think creatively.

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Apply knowledge Students use what they have learned to conclude, complete
and ideas and authentic tasks, summarize results, solve problems, make
conclude. decisions, or answer key questions.

Communicate Students communicate the results of their research activities in

results. several possible ways, such as through a written research report,
a persuasive essay, a book designed to teach younger students,
a math problem solution, a plan of action, or a slide presentation
to members of the community.

Benefits of Research-Based Learning

1. Enhanced Learning Outcomes

At the heart of research-based learning lies a fundamental principle: active

engagement. Unlike traditional methods where information is passively received, research-
based learning encourages students to become active participants in their learning journey.
By embarking on research projects, students develop a deeper understanding of the subject
matter.

This engagement not only fosters critical thinking but also enhances retention and
comprehension. Research-based learning empowers students to ask questions, seek
answers, and draw conclusions independently, leading to more profound learning outcomes.

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2. Development of Research Skills

One of the most significant advantages of research-based learning is its emphasis on

research skills. In today's information-driven society, the ability to navigate through vast
amounts of data and discern credible sources is indispensable. Through conducting research,
students hone skills such as information literacy, data analysis, and problem-solving.

These skills extend beyond the classroom, preparing students for the complexities of
the modern world. Whether pursuing higher education or entering the workforce, the research
skills acquired through research-based learning are invaluable assets.

3. Preparation for Higher Education and Careers

Research-based learning serves as a springboard for academic and professional

success. In academia, proficiency in research is not just desired but often required. Students
who are adept at conducting research are better equipped to excel in higher education, where
independent inquiry is fundamental. Moreover, in the professional realm, employers
increasingly value candidates with strong research skills.

Whether in STEM fields, social sciences, or humanities, the ability to gather, analyze,
and interpret data is highly sought after. Research-based learning provides students with a
solid foundation, positioning them for success in both academia and their chosen careers.

4. Personal Growth and Empowerment

Beyond academic and career advancement, research-based learning fosters personal

growth and empowerment. As students delve into research projects, they gain a sense of
ownership over their learning. This autonomy cultivates confidence and self-efficacy,
empowering students to tackle challenges with resilience and determination. Additionally,
research-based learning encourages creativity and innovation, as students explore new ideas
and solutions. By engaging in meaningful inquiry, students develop a deeper understanding
of themselves and the world around them, fostering personal growth and empowerment.

5. Enhancing Critical Thinking Skills

In today's rapidly changing world, the need to conduct research has never been more
crucial. Research-based learning not only facilitates knowledge acquisition but also nurtures
essential skills such as curiosity and critical thinking. By encouraging students to explore,
question, and analyze, research-based learning fosters a deeper understanding of complex
concepts and prepares students for lifelong learning.

Moreover, research-based learning empowers students to become active agents of

change, equipped with the tools to address societal challenges and contribute meaningfully to
their communities. Thus, recognizing the importance of educational research is essential in

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creating a future where knowledge is not just received but actively pursued and applied for the
betterment of society.

6. Contribution to Society

Research-based learning extends beyond individual benefits; it also contributes to the

betterment of society. Through research projects, students address real-world issues and
explore solutions to pressing challenges. Whether investigating environmental sustainability,
social inequality, or technological advancements, research-based learning equips students
with the tools to make a positive impact. By fostering a culture of inquiry and discovery,
educational institutions play a crucial role in nurturing the next generation of innovators,
problem-solvers, and changemakers.

7. Challenges and Considerations

While research-based learning offers numerous benefits, it is not without its challenges
and considerations. Implementing effective research-based learning strategies requires
adequate resources, training, and support for both educators and students. Additionally,
balancing the rigor of research with the curricular demands can be a delicate task. Moreover,
ensuring equity and accessibility in research opportunities is essential to avoid exacerbating
existing disparities. Despite these challenges, the benefits of research-based learning far
outweigh the obstacles, making it a worthwhile endeavor in education.

 THE CORE STRUCTURE OF INQUIRY-BASED LEARNING AND RESEARCH-BASED

LEARNING

ESSENTIAL COMPONENTS OF

INQUIRY-BASED and RESEARCH-BASED LEARNING

1. Orientation/Observation The teacher introduces a new topic or concept. Students

explore the topic through research, direct instruction, and
hands-on activities.

2. Question/Conceptualize Students develop questions related to the topic, make

predictions, and hypothesize.

3. Investigation This is the lengthiest part of inquiry learning. Students

take the initiative, with appropriate teacher support, to
discover answers, to find evidence to support or disprove
hypotheses, and to conduct research.

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4. Conclusion Having collected information and data, students develop

conclusions and answers to their questions. They
determine if their ideas or hypotheses prove correct or
have flaws. This may lead to more questions.

5. Discussion/Sharing All students can learn from each other at this point by
presenting results. The teacher should guide discussions,
encouraging debate, more questions, and reflection.

STUDENTS’ LANGUAGE COMPETENCY CONSIDERATIONS IN IBL AND RBL

Questioning/Conceptualizing  Raise questions about a particular aspect of a

material viewed (Grade 8, English).
 Raise questions and seek clarifications on issues
discussed in the text listened to (Grade 8, English).

Investigating  Evaluate literature as an instrument to express and

resolve conflicts within, between, and among
societies (Grade 10, English).
 Evaluate the accuracy of a given information (Grade
10, English).

Discussion/Sharing  Share viewpoints based on the ideas presented in

the materials viewed (Grade 10, English).

 IDENTIFYING THE LANGUAGE COMPETENCIES FOR IBL AND RBL

To integrate Inquiry-based Learning (IBL) into our field, we must first analyze the
Curriculum Guide (CG) for specific language competencies. This involves closely examining
the document and identifying elements related to language skills and abilities.

Step 1: Reading Curriculum Guide in English or Filipino Subject

Identify a grade level from the K to 12 Curriculum and read the Curriculum Guide for
English or Filipino of this level. Focus your reading on the different language competencies of
every language lesson.

Step 2: Identifying Language Competency for IBL

Find learning competencies in the chosen Curriculum Guide that are suited for an IBL
or RBL. Determine the type of inquiry that you will use.

Subject: ENGLISH

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Types of Inquiry Grade Level: GRADE 10

1. Confirmation Inquiry
Learning Competencies
2. Structured Inquiry
3. Guided Inquiry
4. Open Inquiry 1. Get familiar with technical terms used in research
(Vocabulary Development)

2. Compose a research report on a relevant social issue

(Writing and Composition)

3. Expand ideas using principles of cohesion and

coherence
(Writing and Composition)

4. Raise questions and seek clarifications on issues

discussed in the text listened to
(Listening Comprehension)

5. Observe the language of research, campaigns, and

advocacies
(Grammar Awareness)

Step 3: Developing Core Questions

Create core questions that the learners might be asked to answer.

Subject: ENGLISH

Grade Level: GRADE 10

Learning Competencies Core Questions

What are the essential technical terms

1. Get familiar with technical terms used in
and jargon used most frequently in
research (Vocabulary Development)
studies in my area of interest?

What should a research report include,

2. Compose a research report on a relevant
and how can I write a report that is
social issue (Writing and Composition)
coherent and clear?

How can I make sure that my writing is

3. Expand ideas using principles of cohesion
clear and coherent across the entire
and coherence
(Writing and Composition) document?

How can I improve my ability to ask

4. Raise questions and seek clarifications on
pertinent questions based on what I hear
issues discussed in the text listened to

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(Listening Comprehension) and understand during lectures or

discussions?

What are the common grammatical

5. Observe the language of research,
errors and pitfalls to avoid in academic
campaigns, and advocacies
(Grammar Awareness) writing, advocacy materials, and
campaign messaging?

Importance of Language Competency in IBL and RBL

IBL (Inquiry-Based Learning) and RBL (Research-Based Learning) are pedagogical

approaches that encourage students to actively construct their knowledge through inquiry and
research. Both methods place a significant emphasis on critical thinking, problem-solving, and
communication. Language competency is a crucial factor in the success of these approaches.

1. Effective Communication and Collaboration

 Information Gathering - Students need to be able to understand and interpret various
sources of information, which often requires strong reading and comprehension skills.
 Collaboration - Effective communication is essential for working in groups, sharing
ideas, and discussing findings.
 Presentation of Findings - Students need to be able to articulate their research findings
clearly and persuasively, both orally and in writing.

2. Critical Thinking and Analysis

 Understanding Complex Ideas - Language competency allows students to
comprehend complex concepts and analyze them critically.
 Formulating Questions - Students need to be able to formulate clear and focused
research questions, which requires a strong understanding of language and its
nuances.

3. Information Literacy
 Evaluating Sources - Students must be able to evaluate the credibility and reliability of
information sources, which involves understanding the language used and the context
in which the information is presented.
 Citing Sources - Proper citation and referencing requires a good understanding of
language and grammar rules.

4. Cultural Awareness and Sensitivity

 Global Perspective - IBL and RBL often involve research on global issues. Language
competency can help students understand different cultural perspectives and avoid
misunderstandings.

ACTIVITIY
STORY OVERVIEW

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MULTIPLE CHOICE: Choose the letter of the best answer.

1. Which of the following best describes the difference between Inquiry-Based Learning (IBL)
and Research-Based Learning (RBL)?

a. IBL focuses on questioning and exploration, while RBL emphasizes research process
and problem-solving.
b. IBL is teacher-centered, while RBL is student-centered.
c. IBL primarily uses outside sources for data, while RBL relies on first-hand
experiences.
d. IBL aims for defined solutions, while RBL focuses on open-ended understanding.

2. In the context of language learning, how might Inquiry-Based Learning be applied to teach
language varieties?

a. By starting with a textbook definition and then moving to real-world examples.

b. By having students memorize a list of language varieties.
c. By asking students to conduct research and create vocabulary books based on their
observations.
d. By assigning students to write essays about the history of language varieties.

3. Which of the following is a key similarity between Inquiry-Based Learning and Research-
Based Learning?

a. Both approaches emphasize teacher-centered learning.

b. Both approaches focus on passive information reception.
c. Both approaches champion the learner-centered approach.
d. Both approaches primarily use outside sources for data.

4. Which is NOT a benefit of IBL and RBL?

a. Celebrates Curiosity
b. Gives Students Autonomy
c. Allows Rote Learning
d. Enhances Problem-Solving Skills

5. Inquiry-based and research-based learning is far better than Traditional learning.

Traditional Teaching offers rote learning that far surpasses what IBL and RBL could bring for
the students.

a. First statement is true, and the second statement is false.

b. First statement is false, and the second statement is true.
c. Both statements are true.
d. Both statements are false.

6. In an inquiry-based learning, teachers role adopt several important roles EXCEPT

a. Coach
b. Facilitator
c. Resource provider

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d. Instructor

7. Teachers in inquiry-based learning occasionally supply a variety of resources in

supporting students' learning. While in a research-based learning, teachers also
occasionally supply a variety of resources in student's learning.

a. First statement is true and the second statement is false.

b. First statement is false and the second statement is true.
c. Both of the statements are true.
d. Both of the statements are false.

8. This is where students can create engaging presentations with the use of audio, graphics,
animation, and videos.

a. Visualization
b. Multimedia Presentation
c. Simulation
d. Data Presentation

9. Teacher Joy desires to promote collaboration and communication on her teaching

strategies with the use of technology. What can teacher Joy do in order for her to make her
desires turn into reality?

a. Give each of her students phone and make them do whatever they want
b. Let her students bring their phones out even if it’s not needed
c. Teacher Joy should integrate social learning strategies —such as purposefully
partnering students and questioning techniques—into situations when students are
working on devices.
d. Just proceed on Traditional Learning

10. What type of inquiry has the highest level of teacher involvement that situates learners to
reinforce known ideas through investigation?

a. confirmation inquiry
b. guided inquiry
c. open inquiry
d. structured inquiry

[Link] type of inquiry requires the learners to employ their own method in solving a given
question?

a. confirmation inquiry
b. guided inquiry
c. open inquiry
d. structured inquiry

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REFERENCES
 Doehla, D. (2015, March 6). The Importance of World Languages and Intercultural
STORY OVERVIEW
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languages-and-intercultural-competence
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 Gcu. (2022, March 21). 6 Benefits of Inquiry-Based Learning in the classroom. GCU.
[Link]
learning-classroom
 Guido, M. (2017, January 19). What Is Inquiry-Based Learning: 7 Benefits & Strategies
You Need to Know. Prodigy. [Link]
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 Gupta, A. (2023, August 26). Language and grammar rules for academic writing -
Paperpal Blog | Paperpal. Paperpal Blog. [Link]
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 J, N. (2023, July 31). What is Inquiry-Based Learning? Best Tools and Resources for
IBL. upEducators - Helping Teachers, Educators, Tutors, Tuitions and Parents in
Online Teaching With Technology. [Link]
inquiry-based- learning-best-tools-and-resources-for-ibl/
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C., Zacharia, Z., & Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions
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Benefits - Acer for Education. Acer for Education.
 Research Based Learning: a Lifelong Learning Necessity | Solution Tree Blog. (n.d.).
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necessity/[Link]
what-it-is-types-and-phases/
 SEO Executive. (2024, June 20). Importance of Language Skills for Students | RS.
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necessity/#:~:text=In%20a%20research%2Dbased%20learning%20classroom%2C%
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11.B
10.A
9.C
8.B
7.B
6.A
5.D
4.C
3.C
2.C
1.A
Answers:

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