Inquiry-Based Learning in Phonetics and Phonology: Fostering Critical Thinking and Analytical Competence in EFL Higher Education

Abstract

This study investigates the pedagogical effectiveness of Inquiry-Based Learning (IBL) in enhancing critical thinking and academic performance within the domain of English Phonetics and Phonology at a higher education institution in Pakistan. A quasi-experimental design was employed with 40 undergraduate students enrolled in a Bachelor’s program in Primary Education, randomly assigned to either a control group (taught via traditional lecture-based methods) or an experimental group (taught using a structured IBL approach). The IBL framework emphasized active learning through guided inquiry tasks, including acoustic analysis with Praat, phonemic transcription of authentic speech samples, and comparative dialectal investigations, fostering hypothesis formation, data interpretation, and analytical reasoning. Quantitative results indicated statistically significant improvements in academic achievement for the IBL group, while qualitative analysis of reflective portfolios revealed substantial gains in critical thinking skills and deeper conceptual understanding. Furthermore, the IBL cohort demonstrated superior long-term retention of complex phonological concepts, suggesting that active cognitive engagement promotes durable learning. The findings underscore the efficacy of learner-centered pedagogies in technical linguistic disciplines, demonstrating that IBL not only improves subject-specific outcomes but also cultivates transferable meta cognitive competencies such as epistemic curiosity, analytical rigor, and systematic problem-solving essential for professional adaptability in language education. This research advocates for a pedagogical shift from transmission-based instruction to inquiry-driven, evidence-based learning models in linguistics education.