email@example.com, Osmaniye Korkut Ata University
This study intends to examine the views of English as a Foreign Language (EFL) instructors’ views on inquiry-based instruction. The sample group consisted of 15 experienced instructors working at a university in US higher education. The study was designed as qualitative in nature. Semi-structured interview questions were used to collect qualitative data. Online interviews lasted approximately 45-60 minutes in length for per person. The data were analyzed by conducting inductive content analysis. The findings of the study show that the participants tended to follow the curriculum based on inquiry-based EFL instruction and they avoided using the course books, which hinder the critical thinking abilities of the students. The participants also stated that they organize, revise and update the curriculum in accordance with the learners’ needs. It can be concluded that some courses such as inquiry are totally conducive to improve the learners’ English level and critical thinking skills. Thus, it is also recommended that the curriculum about EFL teaching programs should include the topics to raise awareness of critical thinking skills.
EFL instruction, Inquiry-based instruction, US higher education