Perceptions of Inquiry-based Learning in Higher Education: A Case Study from North Macedonia
Inquiry-based learning (IBL) is a learner-centred approach based on using students' questions to facilitate learning. This approach is based on constructivist philosophy, particularly the work of Piaget, Dewey and Vygostky. Because it is suitable for developing students' critical thinking...
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| Format: | Article |
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Prof Thomas Tinnefeld
2024-01-01
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| Series: | Journal of Linguistics and Language Teaching |
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| Online Access: | https://linguisticsandlanguageteaching.blogspot.com/search?q=Perceptions+of+Inquiry-based+Learning+in+Higher+Education%3A+A+Case+Study+from+North+Macedonia |
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| _version_ | 1832540867761537024 |
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| author | Brikena Xhaferi Jeta Hamzai Gezim Xhaferi |
| author_facet | Brikena Xhaferi Jeta Hamzai Gezim Xhaferi |
| author_sort | Brikena Xhaferi |
| collection | DOAJ |
| description | Inquiry-based learning (IBL) is a learner-centred approach based on using students' questions to facilitate learning. This approach is based on constructivist philosophy, particularly the work of Piaget, Dewey and Vygostky. Because it is suitable for developing students' critical thinking skills, modern educational methodologists call for its wider use in the classroom, not only in language teaching but also in other disciplines. The present study aims to explore teachers' and students' perceptions and classroom experiences of IBL in the EFL classroom at tertiary level. The research context is the South East European University (SEEU) in Tetovo, North Macedonia. The study, which uses two instruments, a survey and an interview for data collection, found that IBL has several benefits, including the development of communication skills, collaboration among students, critical thinking and active learning. |
| format | Article |
| id | doaj-art-827d942a867c499f9a10d2247a85da1f |
| institution | Kabale University |
| issn | 2190-4677 |
| language | deu |
| publishDate | 2024-01-01 |
| publisher | Prof Thomas Tinnefeld |
| record_format | Article |
| series | Journal of Linguistics and Language Teaching |
| spelling | doaj-art-827d942a867c499f9a10d2247a85da1f2025-02-04T13:37:40ZdeuProf Thomas TinnefeldJournal of Linguistics and Language Teaching2190-46772024-01-011517993https://doi.org/10.5281/zenodo.14790543Perceptions of Inquiry-based Learning in Higher Education: A Case Study from North MacedoniaBrikena Xhaferi 0https://orcid.org/0000-0003-2218-3349Jeta Hamzai 1https://orcid.org/0009-0002-0778-3899Gezim Xhaferi 2https://orcid.org/0000-0001-5563-6670South East European University, Republic of North MacedoniaSouth East European University, Republic of North MacedoniaSouth East European University, Republic of North MacedoniaInquiry-based learning (IBL) is a learner-centred approach based on using students' questions to facilitate learning. This approach is based on constructivist philosophy, particularly the work of Piaget, Dewey and Vygostky. Because it is suitable for developing students' critical thinking skills, modern educational methodologists call for its wider use in the classroom, not only in language teaching but also in other disciplines. The present study aims to explore teachers' and students' perceptions and classroom experiences of IBL in the EFL classroom at tertiary level. The research context is the South East European University (SEEU) in Tetovo, North Macedonia. The study, which uses two instruments, a survey and an interview for data collection, found that IBL has several benefits, including the development of communication skills, collaboration among students, critical thinking and active learning.https://linguisticsandlanguageteaching.blogspot.com/search?q=Perceptions+of+Inquiry-based+Learning+in+Higher+Education%3A+A+Case+Study+from+North+Macedoniainquiry-based learningtertiary levellanguage learningteachers and students’ perceptions |
| spellingShingle | Brikena Xhaferi Jeta Hamzai Gezim Xhaferi Perceptions of Inquiry-based Learning in Higher Education: A Case Study from North Macedonia Journal of Linguistics and Language Teaching inquiry-based learning tertiary level language learning teachers and students’ perceptions |
| title | Perceptions of Inquiry-based Learning in Higher Education: A Case Study from North Macedonia |
| title_full | Perceptions of Inquiry-based Learning in Higher Education: A Case Study from North Macedonia |
| title_fullStr | Perceptions of Inquiry-based Learning in Higher Education: A Case Study from North Macedonia |
| title_full_unstemmed | Perceptions of Inquiry-based Learning in Higher Education: A Case Study from North Macedonia |
| title_short | Perceptions of Inquiry-based Learning in Higher Education: A Case Study from North Macedonia |
| title_sort | perceptions of inquiry based learning in higher education a case study from north macedonia |
| topic | inquiry-based learning tertiary level language learning teachers and students’ perceptions |
| url | https://linguisticsandlanguageteaching.blogspot.com/search?q=Perceptions+of+Inquiry-based+Learning+in+Higher+Education%3A+A+Case+Study+from+North+Macedonia |
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