Enhancing Speaking Performance and Critical Thinking through Inquiry-Based Learning in an ESP Course among Foundation Learners at National University

Abstract

Developing effective speaking skills and critical thinking abilities is essential for foundation-level learners enrolled in English for Specific Purposes (ESP) courses in higher education. However, traditional teacher-centered instructional approaches often restrict learners’ opportunities for meaningful oral communication and higher-order thinking. This study investigates the effect of Inquiry-Based Learning (IBL) on foundation learners’ speaking performance and critical thinking in an ESP course at National University after the completion of two general foundation programs. A quasi-experimental research design was employed, involving an experimental group that received inquiry-based instruction and a control group that was taught using a conventional case-study method within a content-based science context. Data was collected through post-intervention speaking performance assessments, which measured fluency, accuracy, vocabulary use, pronunciation, and clarity of explanation. Quantitative data were analyzed using inferential statistical methods, the t-test, to compare the performance of both groups. The results revealed a statistically significant difference in speaking performance in favor of the inquiry-based group, indicating that learners exposed to IBL demonstrated superior oral proficiency and higher levels of critical engagement than those receiving traditional instruction. These findings suggest that Inquiry-Based Learning is an effective pedagogical approach for enhancing speaking performance and fostering critical thinking among foundation-level ESP learners. The study provides empirical evidence in support of integrating inquiry-based methodologies into ESP foundation programs in higher education.