fostering iranian efl learners’ writing skills through online inquiry-based instruction: a mixed-methods study

Over the last decades, online instruction has received noticeable attention. this has invoked efl practitioners to explore the effects of different teaching approaches such as inquiry-based instruction (ibi) in the online learning environments. however, taking a look at the available literature reveals that the effects of online ibi on fostering iranian efl learners’ has remained largely unexplored. thus, the present mixed-methods study aimed to investigate the effects of online ibi on fostering iranian efl learners’ writing skills. for this purpose, a total of 112 intermediate efl learners at iran language institute in borujerd, iran were selected through a random sampling method and were homogenized using oxford quick placement test (oqpt). the participants whose scores fell around the mean score were selected and randomly assigned to an experimental group (n=24) and a control group (n=24). afterward, a pre-test, interventions, a post-test, and a delayed post-test procedures were implemented. then, eight efl learners from the experimental group were invited to a focus group interview to express their perceptions of the effectiveness of online ibi. the collected data were analyzed through a one-way ancova and a content analysis approach. findings evidenced that the experimental group outperformed the control group on the post-test and the delayed post-test. additionally, the complementary qualitative findings documented that the participants expressed positive attitudes toward the effectiveness of online ibi in fostering their writing skills. in light of the findings, some implications are presented for relevant stakeholders.