Inquiry-Based Learning in Phonetics and Phonology: Promotion of Critical Thinking Skills in an EFL Higher Education Context

Abstract

This study investigates the effectiveness of Inquiry-Based Learning (IBL) strategies in enhancing Critical Thinking (CT) skills and academic performance in the study of English Phonetics and Phonology among students at a Spanish Higher Education Institution. A total of 54 students from a Bachelor’s Degree in Primary Education were divided into control and experimental groups to compare traditional teaching methods with IBL methodologies. Results indicated that students in the IBL group showed significant improvements in academic performance, critical thinking skills, and long-term retention of complex subject matter compared to those in the control group. Furthermore, the study highlights that the IBL approach not only facilitates the immediate educational outcomes but also equips students with essential cognitive tools for real-world problem-solving. This research underscores the pedagogical value of learner-centered models in the study of English Phonetics and Phonology, promoting active engagement and systematic thinking. The findings contribute to the growing body of literature advocating for the integration of active learning strategies across various disciplines and educational contexts.