Promoting inquiry-based learning in the high school English classroom in rural China

Abstract

This study discusses the challenges and benefits of implementing Inquiry-based Learning(IBL) in English classrooms in rural high schools in China. Its purpose is to shorten the educational gap between rural and urban areas and improve the English learning experience for rural students. The opinion that Inquiry-based Learning is an effective student-centered teaching method has been widely recognized through literature research in home and abroad. Many researchers have demonstrated through their research that this method has an positive impact on cultivating students’ critical thinking, problem solving, language abilities. However, in rural China, its adoption remains limited because the teaching of English frequently faces many barriers, including restricted sources, obsolete instructional approaches, and a lack of professional development opportunities for teachers. This study proposes that it is necessary to increase investment in educational resources, and promote the professional development of teachers, and improve local views nontraditional teaching methods by a qualitative research design. By exploring the solution of these difficulties, this paper has the potential to contribute to innovative teaching strategies in high school English education in rural areas and provide valuable insights for educators in this region. The future research will focus on longitudinal studies which evaluate changes in students’ performance and the impact they have during the implementing process and further exploring feasible strategies for implementing IBL in resource-constrained situations.