MODULE 2: Integrating Active

Learning Approaches in
Language Learning
he
of Lesson 1:
r
olog Inquiry-Based Learning and
Research-Based Learning

Lesson 2:
Problem-Based Learning and
Project-Based Learning
INTRODUCTION

Language learning encompasses the development of the macro

skills such as reading, writing, listening, speaking, and viewing. The
concern of the language teacher is how to teach these skills in a holistic
manner as these skills complement each other when used by people in
communicating. Is it possible to target more than 2 or 3 of the macro skills
in one learning activity? The answer is yes. However, this largely depends
on the approaches used by the language teacher in facilitating the
development of learning competencies in the language classroom. One
way to achieve this end is the utilization of active learning approaches.
 Active learning approaches are characterized by learners’
engagement in activities that are geared towards the generation of new
knowledge or making meaning to an existing knowledge while developing
other 21st century skills (such as collaboration, media literacy, critical
thinking) in the process. Four of the recent active learning approaches
introduced to enhance the teaching learning process are Inquiry-Based
Learning (IBL), Research-Based Learning, Problem-Based Learning,
and Project-Based Learning (PBL). These learning approaches are
designed to give ore depth and breadth in the learning of content in the K
to 12 curriculum. While these approaches are meant to provide
opportunities for active exploration of content, each of these approaches
has a distinct characteristic that needs to be considered by teachers in the
realization of learning competencies especially in language teaching.
Knowing the distinctions among these active learning approaches will help
the language teacher in deciding what approach to adopt.
 Central to active learning approaches is the construction of framing
questions that will guide the learners in their investigation either on a
specific topic or unit. Investigations become more meaningful when these
are related to real life experiences or real world issues or problems.
As learners become active participants in the process of generating
new knowledge, technology whether digital or non-digital, plays an
important role in the utilization of these active learning approaches. With
the ubiquity of technology tools that learners are exposed to, it is the
teacher’s role to ensure the appropriateness and relevance of such tools in
the development of learning competencies. Aside from learning language
skills, it is also important to train learners of their responsibilities as they
engage in digital learning activities and enable them to discriminate digital
tools that are useful in enhancing their knowledge on the content of
investigation.
 MODULE 2: Integrating Active
Learning Approaches in
Language Learning
he
of Lesson 1:
r
olog Inquiry-Based Learning and
Research-Based Learning

Lesson 2:
Problem-Based Learning and
Project-Based Learning
Nature of When to Role of the Role of
Inquiry- Use and Teacher Technolog
Based Types of y
Learning Inquiry
NATURE OF INQUIRY-BASED
LEARNING

Inquiry, in its simplest definition, is a process of asking questions.

This has spurred the enumerable developments that we continue to enjoy
in our society today. It continues to usher the study of so many fields that
enable various scientists and experts to provide solutions to emerging
issues affecting the society in general. In the classroom, in particular, the
process of inquiry is a basic learning activity that every teacher is expected
to facilitate. The development of the ability to ask among learners is basic
in the age of the Fourth Industrial Revolution. According to the Future of
Jobs Report during the World Economic Forum, the top three of the ten
skills needed in this age are complex problem solving, critical thinking, and
creativity (Gray, 2016) which all start from the process of asking.
 Inquiry-based learning (IBL) as an approach essentially involves
tasks requiring learners’ active participation in finding answers to curricular
questions. These questions can run from very specific simple questions to
more complex questions in relation to the curriculum. Learners are given
opportunities to engage in self-regulated activities as they pursue their
investigation. Using this in the language classroom can facilitate the
development of communication skills as it involves activities such as
writing questions, deliberating on ways of finding answers to curricular
questions, and presenting outputs as evidence of inquiry among others.
This approach encourages students to work together in accomplishing their
task.

The process of inquiry starts from positing a question aligned to a

content standard in the K to 12 curriculum. Investigation proceeds using
various sources of information and presentation of outputs of the students
using a productivity tool. Depending on the required output, the
assessment tool that will be used should be given to the students before
the inquiry commences.
Nature of When to Role of the Role of
Inquiry- Use and Teacher Technolog
Based Types of y
Learning Inquiry
WHEN TO USE AND TYPES OF
INQUIRY

When to Use

Chisholm and Godley (2011) purport that inquiry-based instruction

(IBI) offers an especially appropriate approach to learning about language
variation, identity, and power since IBI can provide students with
opportunities to learn about current issues in sociolinguistics through
sharing and debating on a personal experience with language from
multiple perspectives.
Types of Inquiry

VIU (2020) presented four types of inquiry that can be used in

facilitating classes. These are:

1. Structured Inquiry – This lets the students follow the lead of the teacher
as the entire class engages in one inquiry together.

2. Controlled Inquiry – The teacher chooses topics and identifies the

resources that the students will use to answer questions.

3. Guided Inquiry – The teacher chooses topics or questions and students

design the product or solution.

4. Free Inquiry – Students are allowed to choose their own topics without
any reference to a prescribed outcome.
Nature of When to Role of the Role of
Inquiry- Use and Teacher Technolog
Based Types of y
Learning Inquiry
ROLE OF THE TEACHER

The success of IBL largely depends on the careful planning of the

teacher in relation to the curriculum. The language teacher needs to look
into the learning competencies that can be satisfied by a simple inquiry or
more complex inquiry. He/she controls and prepares the topic for
investigation and guides the learners by setting the questions to be
explored. Learners are allowed to design their own way of investigation and
present their outputs using technology tools that are afforded to them.
when technology is coupled with IBL, a gateway to information is opened
and students can have access to information at anytime and anywhere. It
is assumed that the teacher is knowledgeable of the sources of information
and whether the learners have access to these sources.
 When designing an IBL, the teacher has to consider the following
fields proposed by Avsec and Kocijncic (2016):

1. Prior knowledge and capacity

2. Context – Learners require meaning from experience.

3. Content and learning materials

4. Process

5. Strategy of reactions and behavior

6. Course outcomes
Nature of When to Role of the Role of
Inquiry- Use and Teacher Technolog
Based Types of y
Learning Inquiry
ROLE OF TECHNOLOGY

The internet or the World Wide Web offers lots of platforms for
mining information. It has become the most sought out source of
information because of the variety of tools that abound. Language is no
longer a barrier in one’s search for information. Depending on the unit of
study in a language curriculum, there are many free educational websites
that are available for the language teachers and learners. Due to the
vastness of sources of information from the WWW, any language teacher
who is using IBL has the responsibility to direct learners to websites that
provide the proper information. The technology tools that are made
available for the learners, whether online or offline, should support the
object of inquiry which is aligned to the learning competencies in the K to
12 Language Curriculum.
 It should be noted that the use of technology in IBL is just one
of the many other sources of information in the process of inquiry.
This does not exclude the other resources, human and non-human in
gathering information. However, learners are undeniably familiar
and probably more adept in exploring the internet. Guiding them in
locating online resources that are relevant in developing their
research and communication skills will let them learn the
importance of using educational resources in an explicit and implicit
way.
REPORTERS and THEIR ASSIGNED REPORTS

• Introduction and Conducting the Short Quiz (Floyd Dave Armero)

LESSON 1: INQUIRY-BASED LEARNING AND RESEARCH-BASED LEARNING

• Nature of Inquiry-Based Learning, When to Use, and Types of Inquiry (Ritchen

Buscato)
• Role of the Teacher and Role of Technology (Nadzlla Langcongan)

LESSON 2: PROBLEM-BASED LEARNING AND PROJECT-BASED LEARNING

• Nature of Problem-Based Learning and the Six-stage Process (Lo, 2009)

(Genesis Guevarra)
• Benefits of Problem-Based Learning and the Study of Lin (2017) (Lovella Joy
Oniot)
 MODULE 2: Integrating Active
Learning Approaches in
Language Learning
of
udy Lesson 1:
n- Inquiry-Based Learning and
Research-Based Learning
7)
g Lesson 2:
Problem-Based Learning and
Project-Based Learning
Nature of The Six- Benefits of The Study
Problem- Stage Problem- of Lin
Based Process Based (2017)
Learning (Lo, 2009) Learning
NATURE OF PROBLEM-BASED LEARNING

Problem-based learning is an approach that involves a process of inquiry

and solving open-ended questions that serve as the main problem that the
learners will work on. The type of questions posited is focused on a specific
content standard and its application to real life issues. It also requires more than
one answer or solution. Learners are engaged in a collaborative task as they work
towards the solution to the problem. This learning activity is done in small groups
with each member assigned a certain task to accomplish. In the process of
engaging in PBL, they learn several skills such as problem-solving, communicating,
research, among others which are essential in the workplace. The end goal of PBL
is to ensure that the target, the learning competencies, are achieved in the
process.
 Ali (2019) described PBL as a process that is used to identify
problems with a scenario to increase knowledge and understanding. In her
article, she proposed the following five principles of PBL that may be
considered by teachers in planning or using the approach:

1. It is a power of independent and self-directed learning.

2. Learning happens in a group and teacher is a facilitator.

3. All groups have to participate equally.

4. Students’ learn about motivation, teamwork, problem-solving and

engagement with the task.

5. Materials such as data, photographs, articles, can be used to solve the

problem. (p.73)
Nature of The Six- Benefits of The Study
Problem- Stage Problem- of Lin
Based Process Based (2017)
Learning (Lo, 2009) Learning
 THE SIX-STAGE PROCESS (LO, 2009)
Lo (2009, p. 208) proposed a six-stage process used in the adoption of
the online PBL:

1. Identifying the group – current issues that do not have just one answer or one
definite solution;
2. Brainstorming – generate ideas; tackle the problem through self-directed
questioning; arouse students’ intrinsic motivation;
3. Collecting and analyzing the information – assigning group members to collect
information; posting what they found and what they learned; collaborative
collection of useful information;
4. Synthesizing information – solving the problem through synthesized relevant
data; knowledge building;
5. Co-building knowledge – presentation of the solution to the learning
problem/issue; and
6. Refining the outcomes – giving of feedback and suggestions by the instructor to
help students improve; learning from other group’s presentation.
Nature of The Six- Benefits of The Study
Problem- Stage Problem- of Lin
Based Process Based (2017)
Learning (Lo, 2009) Learning
BENEFITS OF PROBLEM-BASED
LEARNING

Several studies have revealed positive impacts of PBL on learners as they

engage in the process. Among these are the following:

(Ghufron & Ermawati, 2018, p. 666 in an EFL writing class)

• Promotes self-confidence and motivation
• Reduces students’ nervousness during the learning process
• Increases students’ responsibility in learning
• Makes students easily learn the material through sharing of ideas
• Promotes problem-solving skills
• Promotes self-directed learning
• Makes students explore many learning resources
• Makes students develop positive attitude towards learning
For Baresh, Ali, & Darmi, 2019 – English as a Foreign Language (EFL)
students:

• Enhances fluency in communication

• Improves grammar

• Increases comprehension

• Enhances good pronunciations and intonations

• Enhances self-confidence

• Increases range of vocabulary

Nature of The Six- Benefits of The Study
Problem- Stage Problem- of Lin
Based Process Based (2017)
Learning (Lo, 2009) Learning
THE STUDY OF LIN (2017)

The study of Lin (2017) revealed statistically that the PBL

participants showed more improvement in their reading comprehension
than the non-PBL participants. The study further looked into the PBL
active English learning skills through PBL. Their findings revealed that
after taking the PBL course, there was a significant difference in the
mean scores for the following life skills: responsibility, problem solving,
self-direction, communication, and creativity skills. It was concluded that
PBL indeed promotes further development of life skills.
THANK YOU FOR LISTENING!
TO GOD BE ALL THE GLORY!
SHORT QUIZ:
Get one-half crosswise sheet of paper and answer the following questions
minimum of three sentences each question (5 points each).

1. What is the difference between inquiry-based learning and problem-

based learning?

2. When the teacher utilized problem-based learning as an approach in

teaching, what will be the role of the teacher?

3. If you were the teacher, when is the right time to use inquiry-based
learning? Why?